2.NBT.A.2 - About the Math, Learning Targets, and Increasing Rigor

Grade 2 Number Concepts

2.NBT.A.2

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 Links to an external site. 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 Links to an external site.. 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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