Missing Number Game

Ages 4–6 · 6 minutes · Math

Figure out which number comes next

In this lesson, students will be given a few numbers in a row and have to figure out which number comes next. This activity helps strengthen number sense in the numbers up to 100.

Part of

Number Sense: 21–100

Standards alignment

Common Core State Standards

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.
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Alabama

MA19.1.10a — Count forward and backward by ones, starting at any number less than 120.
MA19.K.2 — Count to 100 by ones beginning with any given number between 0 and 99.
MA19.1.10 — Extend the number sequence from 0 to 120.
MA19.K.4d — Explain that each successive number name refers to a quantity that is one larger.

Alaska

1.CC.3 — Order numbers from 1-100. Demonstrate ability in counting forward and backward.
K.CC.2 — Count forward beginning from a given number within the known sequence.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.1 — Count to 100 by ones and by tens.

Arizona

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.").
1.NBT.A.1 — Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Arkansas

K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.
1.NPV.1 — Count forward and back within 120 by ones and tens from any given whole number.

California

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.

Colorado

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.

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.
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Delaware

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Florida

MA.1.NSO.1.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100.
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.
MA.K.NSO.2.1 — Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20.

Georgia

K.NR.2 — Use count sequences within 100 to count forward and backward in sequence.
K.NR.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.
1.NR.1.1 — Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.
K.NR.2.1 — Count forward to 100 by tens and ones and backward from 20 by ones.
K.NR.1.3 — Given a number from 1-20, identify the number that is one more or one less.

Hawaii

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.
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.

Idaho

K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
1.NBT.A.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by twos to 20, by fives to 100, and by tens to 120. In this range, read and write numerals and represent a number of objects with a written numeral.
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.
K.MP8 — Look for and express regularity in repeated reasoning.

Illinois

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.

Indiana

K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)
K.CA.4 — Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.
1.NS.1 — Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. (E)

Iowa

1.NBT.A.1 — Count forward and backward starting with any given number within the range of 0–120, In this range, read and write numerals and represent a number of objects with a written numeral.
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.
1.OA.C.5 — Relate counting forward and backward to addition and subtraction, add or subtract 1 or 2.

Kansas

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.1 — Count to 120 (recognizing growth and repeating patterns), starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.OA.5 — Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1).
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
MP.7 — Look for and make use of structure.

Kentucky

KY.1.NBT.1.a — Count forward to and backward from 120, starting at any number less than 120.
KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).
KY.K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Louisiana

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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Maine

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.
K.CC.A.1 — Count to 100 by ones and by tens
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.

Maryland

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Massachusetts

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
K.CC.A.1 — Count to 100 by ones and by tens.
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.
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.

Michigan

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.

Minnesota

1.1.1.3 — Count, with and without objects, forward and backward from any given number up to 120.
K.1.1.4 — Find a number that is 1 more or 1 less than a given number.
1.2.1.1 — Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. For example: Describe rules that can be used to extend the pattern 2, 4, 6, 8, □, □, □ and complete the pattern 33, 43, □, 63, □, 83 or 20, □, □, 17.

Mississippi

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.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.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Missouri

1.NS.A.1 — Count to 120, starting at any number less than 120.
1.NS.A.3 — Count backward from a given number between 20 and 1.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

Montana

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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Nebraska

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.
K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.
1.N.2.a — Count verbally by ones and tens within 120 starting at any given number.
K.N.2.f — Count verbally in sequential order by ones and by tens to 100, making accurate decade transitions (e.g., 89 to 90). K.N.2.g Write and name numbers 0 to 20. Represent a number of objects with a written numeral 0 to 20.

Nevada

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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

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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New Jersey

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.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.A.1 — Count to 100 by ones and by tens.

New Mexico

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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New York

NY-K.CC.2 — Count to 100 by ones beginning from any given number (instead of beginning at 1).
NY-K.CC.4.c — Understand the concept that each successive number name refers to a quantity that is one larger.
NY-1.NBT.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.

North Carolina

NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.1.NBT.1 — Count to 150, starting at any number less than 150.
MP.8 — Look for and express regularity in repeated reasoning.

North Dakota

1.NO.CC.1 — Count forward by ones and tens from any given point within 120.
1.NO.CC.2 — Count backward by ones and tens from a given number within 120.
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.
1.AR.OA.7 — Identify, create, complete, and extend patterns that are repeating, increasing, and decreasing in a variety of contexts.

Ohio

K.CC.2 — Count forward within 100 beginning from any given number other than 1.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.1 — Count to 100 by ones and by tens.

Oklahoma

1.N.1.5 — Count forward, without objects, by multiples of 1s, 2s, 5s, and 10s, up to 100.
1.A.1.1 — Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes).
1.N.1 — Count, compare, and represent whole numbers up to 100, with an emphasis on grouping in terms of tens and ones.

Oregon

K.NCC.A.2 — Count forward beginning from a given number within 100 of a known sequence.
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.
K.NCC.A.1 — Orally count to 100 by ones and by tens in sequential order.

Pennsylvania

CC.2.1.K.A.1 — Know number names and write and recite the count sequence.
CC.2.1.1.B.1 — Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.K.A.3 — Apply the concept of magnitude to compare numbers and quantities.

Rhode Island

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
K.CC.A.1 — Count to 100 by ones and by tens.
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
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.

South Carolina

K.NS.2 — Count forward by ones beginning from any number less than 100.
1.NSBT.1a — Extend the number sequence to count forward by ones to 120 starting at any number.
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.
1.NBT.A.1.a — Count on from any given number.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
MP7 — Look for and make use of structure.

Tennessee

K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
K.CC.B.5.c — Recognize that each successive number name refers to a quantity that is one greater and each previous number is one less.
K.CC.A.1 — Count to 100 by ones, fives, and tens. Count backward from 10.
1.NBT.A.1 — Count to 120, by ones, twos, and fives starting at any multiple of that number. Count backward from 20. Read and write numbers to 120 and represent a quantity of objects with a written number.

Texas

1.5A — recite numbers forward and backward from any given number between 1 and 120;
1.2D — generate a number that is greater than or less than a given whole number up to 120;
K.2A — count forward and backward to at least 20 with and without objects;
K.2F — generate a number that is one more than or one less than another number up to at least 20;

Utah

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.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.
K.CC.1 — Count to 100 by ones and by tens.
K.CC.4.c — Understand that each successive number refers to a quantity that is one greater than the previous number.

Vermont

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.

Virginia

K.NS.1e — Count forward orally by ones, within 100, starting at any given number.
1.NS.1a — Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
K.NS.1g — State the number after, without counting, when given any number between 0 and 30.
1.NS.1b — Count backward orally by ones when given any number between 1 and 30.

Washington

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.
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
MP7 — Look for and make use of structure.

Washington, D.C.

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.A.1 — Count to 100 by ones and by tens.

West Virginia

M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.1.9 — 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. Skip count to 120 by 2's. Skip count to 120 by S's and lO's.
M.K.1 — Count to 100 by ones and by tens.

Wisconsin

M.K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.K.CC.A.1 — Count to 100 by ones and by tens.
M.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.
M.K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). b. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). c. Understand that each successive number name refers to a quantity that is one larger and the previous number is one smaller (hierarchical inclusion).

Wyoming

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.C — Understand 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.
1.NBT.E.1.A — Count forward and backward, starting at any number less than 120.