Grade 2 Number Concepts

2.NBT.A.2

About the Math

Full Standard

Count within 1000; skip-count by 5s, 10s, and 100s.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

**2nd Grade Students Learning 2nd Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
Report Card Measurement Topic: Demonstrates understanding of addition	Report Card Measurement Topic: Demonstrates understanding of addition

**1st Grade Students Learning 2nd Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
Report Card Measurement Topic: Demonstrates understanding of addition	Report Card Measurement Topic: Demonstrates understanding of addition

About the Math

Skills and concepts below are learning goals for this standard.

Count forward and backward by one within 1,000.
Skip count by 2s.
Skip count by 5s within 1,000 beginning with a multiple of 5.
Skip count by 5s within 1,000 beginning with a non-multiple of 5.
Skip count by 10s within 1,000 beginning with a multiple of 10.
Skip count by 10s within 1,000 beginning with a non-multiple of 10.
Skip count by 100s within 1,000 beginning with a multiple of 100.
Skip count by 100s within 1,000 beginning with a non-multiple of 100.
Determine if a specific number will be said when skip counting by a given interval and starting point (i.e. 35 will not be said if one skip counts by 10s starting with 12; 332 would be said if one skip counts by 10s starting with 12).
Describe patterns when skip counting by 5, 10, or 100.

Skip-counting is a fundamental skill that helps students develop an understanding of the numeric patterns in mathematics. These patterns help us compute fluently and efficiently. Numerical patterns also help us develop algebraic reasoning. Skip-counting from multiples by multiples is a low-level form of skip-counting that may not fully develop students understanding. For example, we can use skip-counting by tens to help solve 33 + 46 by decomposing 46 into 4 tens and 6 ones. Then we can skip-count 4 tens from 33. We can also skip count by 10's off of the multiple of tens. Ask students to skip count by tens starting at 17. Essential vocabulary for this standard includes skip-count. Visit the online dictionary for vocabulary support.

**Note: Although skip counting by 2s is not in the exact wording of the standard, we have included it here as it related to previous' year's standards as well as standards within the 2nd grade curriculum.

Skip counting backwards is not in the official wording of the standard, but it is a recommended instructional practice.

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1	Quarter 2	Quarter 3	Quarter 4
Count forward and backward by one within 1,000. Skip count by 5s within 1,000 beginning with a multiple of 5. Skip count by 5s within 1,000 beginning with a non-multiple of 5. Skip count by 10s within 1,000 beginning with a multiple of 10. Skip count by 10s within 1,000 beginning with a non-multiple of 10. Skip count by 100s within 1,000 beginning with a multiple of 100. Skip count by 100s within 1,000 beginning with a non-multiple of 100. Determine if a specific number will be said when skip counting by a given interval and starting point (i.e. 35 will not be said if one skip counts by 10s starting with 12; 332 would be said if one skip counts by 10s starting with 12). Describe patterns when skip counting by 5, 10, or 100.	Count forward and backward by one within 1,000. Skip count by 5s within 1,000 beginning with a multiple of 5. Skip count by 5s within 1,000 beginning with a non-multiple of 5. Skip count by 10s within 1,000 beginning with a multiple of 10. Skip count by 10s within 1,000 beginning with a non-multiple of 10. Skip count by 100s within 1,000 beginning with a multiple of 100. Skip count by 100s within 1,000 beginning with a non-multiple of 100. Determine if a specific number will be said when skip counting by a given interval and starting point (i.e. 35 will not be said if one skip counts by 10s starting with 12; 332 would be said if one skip counts by 10s starting with 12). Describe patterns when skip counting by 5, 10, or 100.	*Revisit this standard throughout the year through routines, independent practice, discussions, and other activities.	*Revisit this standard throughout the year through routines, independent practice, discussions, and other activities.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map. Information is not the complete standard.

Progression Across Grades
Grade	Grade 3
This concept is not taught prior to grade 2.	Round numbers to nearest 10 or 100 (3.NBT.1) Multiply one-digit whole numbers by multiples of 10-90 (3.NBT.3)

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

Have bags of base ten rods (tens) for each pair of students. The teacher creates a model using the rods as the students count by tens. The teacher will also record the numbers stated on the board. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by tens. Another day you can count backwards by starting with the total value in the bag.
Have bags of base ten rods (tens) and a few units (ones) for each pair of students. The teacher creates a model using the rods and a few units as the students count by tens starting at a number that is not a multiple of ten. For example, build 5, then add a ten to make 15, then add another rod to represent 25 and so on. The teacher will also record the numbers stated on the board. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by tens by starting at a number that is not a multiple of ten. Another day you can count backwards by starting with the total value in the bag.
Have bags of base ten flats (hundreds) for each pair of students. The teacher creates a model using the flats as the students count by hundreds. The teacher will also record the numbers stated on the board. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by hundreds. Another day you can count backwards by starting with the total value in the bag.
Have bags of base ten flats (hundreds), rods (tens), and a few units (ones) for each pair of students. The teacher creates a model using the base ten blocks as the students count by hundreds starting at a number that is not a multiple of one hundred. For example, build 145, then add a flat to make 245, then add another flat to represent 345 and so on. The teacher will also record the numbers stated on the board. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by hundreds. Another day you can count backwards by starting with the total value in the bag.
Create towers of 5 snap cubes. The teacher creates a model using the snap cubes as the students count by fives. The teacher will record the numbers on the board, or using a 100 chart. Here is an interactive 100 chart. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by fives. They could have a hundred chart to record the numbers stated. Another day you can count backwards by starting with the total value in the bag.
Create towers of 5 snap cubes and then have a few extras. The teacher creates a model using the snap cubes as the students count by fives. The teacher creates a model using the snap cubes starting at a number that is not a multiple of 5. For example, start with 8 snap cubes, then add five more for 13, then five more for 18 and so on. The teacher will record the numbers on the board, or using a 100 chart. Here is an interactive 100 chart. Have bags of snap cubes for each pair of students. Pose a question such as what patterns do you notice? Distribute the bags to students and have them practice skip counting by fives. Another day you can count backwards by starting with the total value in the bag.
Create towers of 5 snap cubes. The teacher creates a model using the snap cubes as the students count by fives. The teacher will record the numbers on the board, or using a 100 chart. Here is an interactive 100 chart.
Provide students with number sequences to practice skip counting. Provide manipulatives and tools such as 100 charts for students to use as needed. Examples of number sequences could be 80 to 120, 170, to 320, 73 to 203.
If you count by 5’s, and start at 27, what other numbers will be in the pattern?
If you start at 438 and count by 5s and then start at 438 and count by 10s, what are three numbers that will come up in each pattern? (10s: 438, 448, 458, 468, 478) (5s: 438, 443, 448, 453, 458, 463, 468, 473, 478)
Starting at 100, what are all the numbers you can skip count by to get to 150? Give examples to support your answer.
If you start at 17 and count by 10s, will you land on 100? Why or why not?
What patterns do you see in the ones, tens, and hundreds place when skip counting by 5s? 10s? 100s?
Summer started on 205. She counted by 100s. Is 808 in her pattern? Explain how you know.
Mr. Sawyer is having a popcorn and movie party for his class. Each student will get a bag of popcorn to eat during the movie. If each student gets 2 scoops of popcorn is his or her bag, how many scoops will it take to fill bags for 5 students? How many scoops will it take to fill bags for 7 students?

Slide-Based Tasks

These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 3 • Skip Counting and Basic Facts (Review Make 10/Subtract From 10)

Skip count by 2s, 5s, 10s, and 100s:

Module 7 • Skip Counting With Money and Basic Facts (Using Ten/Related Subtraction Facts)

Skip count by 2s, 5s, 10s, and 100s:

Additional Tasks

These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.]

The Whopper Jar (3 Act Task, G.Fletcher)
Number Hop (Georgia Department of Education, pg. 36)
Grouping and Grazing (NCTM Illuminations, online resource)
Additional Ideas

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. Additional copies may be purchased with team or school funds.

Print Resources
Book Title	Grade	Pages
Teaching Student-Centered Mathematics	K-3	138 (Skip-Count Patterns, Activity 5.10)
Hands-On Standards	1-2	90-91 (Skip Counting Patterns pages 90-91) 92-93 (Skip Counting by 5's)
Fundamentals	1-2	48-51 (Four of a Kind) 56-59 (Double Barrel)
Developing Mathematics with Unifix Cubes	1-2	74-75 (Discovering 1 to 100 on a 100 Tack) 42-43 (Number Patterns)
Number Sense	1-2	51-64
Brain Compatible Activities for Mathematics,	2-3	2-3 (Jumping Jellybeans)
The Super Source, Snap Cubes	K-2	46-49 (Multiples of Ten)
Developing Number Concepts	2	68-77
Roads to Reasoning	2	12 (Number Pattern) 26 (Skip-Counting)

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

Find My Match (HCPSS-adapted resource)
Making Groups (HCPSS-adapted resource resource)
Sequence - Fives (HCPSS-adapted resource resource)
Skip Counting Tens (HCPSS-adapted resource resource)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

Skip count by 5s, 10s, 100s, starting with 0 or a multiple of the interval:

Skip count by 5s, 10s, 100s starting at any number:

Skip count by 2s, 5s, 10s, and 100s:

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Assessment

Full Standard

Count within 1000; skip-count by 5s, 10s, and 100s.

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of addition

Quarter 1

Count forward and backward by one within 1,000.
Skip count by 5s, 10s, and 100s within 1,000 beginning with a multiple of that number or non-multiple of that number.
Describe patterns when skip counting by 5, 10, or 100.

Quarter 2

Skip count by 1s, 5s, 10s, and 100s within 1,000 beginning with a multiple of that number or non-multiple of that number and apply that to counting money.

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of addition

Quarter 1

Count forward and backward by one within 1,000.
Skip count by 5s, 10s, and 100s within 1,000 beginning with a multiple of that number or non-multiple of that number.
Describe patterns when skip counting by 5, 10, or 100.

Quarter 2

Skip count by 1s, 5s, 10s, and 100s within 1,000 beginning with a multiple of that number or non-multiple of that number and apply that to counting money.

2NBT2 Anecdotal Data Collection Tool

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification.

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf)

Exemplars for this standard

Use the links below to access a task for this standard as well as student work samples that are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

2NBT2 Skip Count by 5 Varied Starting Points

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