Counting by 10s Count and Write Worksheet for Grade 1

Three groups of ten make 30. This counting by 10s count and write worksheet for Grade 1 starts with that visible connection, then asks children to use the same rule without pictures. The single-page PDF moves from dot groups totaling 10–50 to number sequences with answers up to 200.

What the child will do

• Count one, two, three, four, and five groups of ten dots and write each total.
• Write the next three numbers after five different starting values.
• Fill three missing entries in each of four number rows.
• Write five more numbers after 30 and after 140 in the challenge.

The objective is to connect equal groups of ten with written multiples of ten and continue a +10 sequence from a given number. The first section provides picture support; the later sections check whether the learner can apply the rule independently.

Connect the pictures to the numbers

Count the dots in one group together to establish that it contains ten. Then point to each whole group while saying 10, 20, 30. In the row with three blue groups, write 30 rather than counting every dot again. Ask, “What would one more group add?”

Next, look at the row starting at 40. The direction says to write the next three numbers, so the blanks are 50, 60, and 70. The printed 40 is the starting point, not the first answer.

Handle the change at 100 and 200

In 90, __, 110, __, 130, __, the missing numbers are 100, 120, and 140. Keep adding ten even when the number crosses a hundred. Avoid teaching that the tens digit always increases by one: from 90 to 100, the tens digit becomes zero and the hundreds digit changes.

If the larger numbers are unfamiliar, complete the dot groups and smaller rows first. Use tens bundles or a number line extending to 200 for support. Ask the learner to say each answer before writing so you can distinguish a counting error from a handwriting slip.

Help children notice what they are counting

There are two quantities to discuss in the picture section: the number of groups and the total number of dots. Point to two groups and ask both questions separately. There are two groups, but twenty dots. Writing 2 in the answer box would count the groups without finding the total. Naming both quantities helps make the purpose of the task clear.

It is fine if a learner initially counts every dot by ones. Let them confirm a total that way, then show how counting whole groups reaches the same total with fewer spoken numbers. Do not treat counting by ones as a failure. Use it as a bridge to noticing that every group has the same size.

Move from objects to a written sequence

For an optional hands-on introduction, place ten counters on each of three small mats. Count one mat as 10, two as 20, and three as 30. Write those totals underneath. Add a fourth mat and ask what changes. The child can see that the new total grows by ten because a whole group was added.

When the worksheet moves to number-only rows, ask the learner to imagine adding that same group each time. You do not need to build 200 separate counters to complete the larger questions. Once the relationship is understood, bundles, tens drawings, or a labeled number line can represent the same idea more conveniently.

Keep track of how many answers are needed

The next-three and next-five tasks require two kinds of tracking: the value reached and the number of answers already written. A child may keep the +10 pattern correctly but stop too soon. Offer three counters beside a next-three row and move one aside after each new answer. The counters track responses, not individual units in the number.

For independent work, ask the learner to check that every requested space has an answer and then reread the sequence from its printed starting value. If an entry repeats that starting value, remind them that “next” means one jump has already happened. If an entry is missing in the middle, use the numbers on both sides to check it.

At the end, compare performance in the pictured and number-only sections. Accurate group totals with uncertain larger sequences suggest a different next lesson from accurate oral sequences with unclear written digits. Choose support from that evidence rather than asking the learner to repeat the entire page automatically.

Checked answers

No separate answer-key PDF is supplied. These are the entries for the blank boxes:

• Group totals: 10, 20, 30, 40, 50.
• Next three numbers: a. 20, 30, 40; b. 50, 60, 70; c. 90, 100, 110; d. 130, 140, 150; e. 180, 190, 200.
• Missing-number rows: a. 20, 40, 60; b. 50, 70, 90; c. 100, 120, 140; d. 160, 180, 200.
• Challenge: after 30: 40, 50, 60, 70, 80; after 140: 150, 160, 170, 180, 190.

To finish, ask the child to explain one pictured total and one number-only answer. Both should use the idea of groups of ten, even though the questions look different.

Related worksheets

Continue with missing numbers in lines and trains, or use counting by 10s basic practice if a smaller range is more suitable. Check each page’s range before assigning it.