Skip Counting With Counting Collections
Common Core State Standards
Math 
Math 
2 
Grade 2 
NBT 
Number & Operations in Base Ten 
A 
Understand place value 
1a 
Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens  called a “hundred." b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
2 
Grade 2 
NBT 
Number & Operations in Base Ten 
A 
Understand place value 
2 
Count within 1000; skipcount by 5s, 10s, and 100s. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP5 
Use appropriate tools strategically. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 
Download Common Core State Standards (PDF 1.2 MB) 

Lesson Idea (Common Core)Sharing Strategies for Counting CollectionsGrades 23 / Math / Number SenseMath.2.NBT.A.2 / Math.3.NBT.A.2
 291
 26

Lesson Idea  Common CoreEngaging in Productive Struggle: Number TalksGrade 2 / Math / ELLMath.2.NBT.B.5 / Math.Practice.MP1 / Math.Practice.MP3
 1K
 68

Lesson Idea (Common Core)Counting Collections to 100Grades K2 / Math / AdditionMath.1.NBT.C.4 / Math.1.NBT.C.5
 187
 19

Lesson Idea (Common Core)Making Math Fun with Place Value GamesGrade 2 / Math / Place ValueMath.2.NBT.A.4 / Math.2.NBT.B.5 / Math.2.NBT.A.1a
 555
 128

Lesson Idea (Common Core)Beyond Fingers: Place Value & the Numbers 1119Grades K2 / Math / ReasoningMath.K.NBT.A.1 / Math.Practice.MP2 / Math.Practice.MP3
 638
 96

Lesson Idea (Common Core)Differentiating in Math Using Computer GamesGrades K2 / Math / TechnologyMath.2.OA.B.2
 404
 28

Teaching PracticeMathematics and Learning in the Early YearsGrades K2 / Math / Numeracy
 62
 4

Lesson Idea (Common Core)Leprechaun Traps: Addition Within 100Grades K2 / Math / ReasoningMath.1.NBT.C.4 / Math.Practice.MP2 / Math.Practice.MP3
 529
 60
 Lesson Objective
 Record strategies when skip counting by 5s and 10s
 Length
 12 min
 Questions to Consider
 How does Ms. Latimer encourage students to learn from each other?
 What tools does Ms. Latimer use to help students develop an understanding of place value in a developmentally appropriate way?
 How does Ms. Latimer use conferences as a differentiation strategy?
Teacher & School Info

Stephanie Latimer
 School Details
 Lakeridge Elementary School Seattle, WA
 Population
 420 students
 District Spending
 $8,208