Skip Counting With Counting Collections

Grades K-2 / Math / Strategies
CCSS: Math.2.NBT.A.1a Math.2.NBT.A.2 Math.Practice.MP5

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 three-digit 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; skip-count 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 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?
Common Core Standards
Math.2.NBT.A.1a, Math.2.NBT.A.2, Math.Practice.MP5

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