MAFS.2.NBT.1.2 – SMathSmarts

MAFS.2.NBT.1.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Cognitive Complexity Level: 1-Recall

[divider] [/divider] Students are able to…

Count forward and back from a given number from 1 to 1,000.
Make connections between counting and other number representations (number line, hundreds chart).
Discover place value patterns when counting and describe them. For example, when I count by tens starting at 236 only the tens place digit changes and goes up by 1.
Skip count by 5, 10, 100 and describe patterns they discover.

[divider] [/divider] Students are able to…because teachers:

Provide students opportunities to count forward and back from a given number and represent that counting using number lines and hundreds charts.
Facilitate student discussion about place value patterns that occur when counting and skip counting.

[divider] [/divider] Questions to ask students:

Ask students to count forward from 333. Or ask students to count back from 876. Then ask which place value was changing each time they counted.
- Sample answer that indicates understanding: “333, 334, 335, 336, 337, 338” “876, 875, 874, 873, 872.” “The ones place.”
Ask students to skip count by 5’s from 150 to 180. Then ask what patterns they notice in the counting.
- Sample answer that indicates understanding: “150, 155, 160, 165, 170, 175, 180. The ones place is either a zero or a five and it repeats over and over in a pattern.”

[divider] [/divider] Additional Resources:

Additional in depth content knowledge

[divider] [/divider] Sample Formative Assessment Tasks:

[divider] [/divider] Resources/Tasks to Support Your Child at Home:

Use a number line or number chart to help your child count by 5s, 10s and 100s. Have your child identify patterns in counting. (For example: When I count by tens, the ones place stays the same while the tens place increases by one)
Kahn Academy Tutorial Video: Counting by 10s
Kahn Academy Tutorial Video: Skip-Counting by 100s