MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Introduction
Standard 2.NBT.A.2
1. Melissa counts forward by ones from
497. What numbers does she say?
497, 498,
,
4. Skip count by tens from 200.
What is the missing number?
,
200, 210,
, 230, 240
5. Maya skip counted to find the
number of flowers in these vases.
2. Mr. Slade puts boxes of colored
pencils on a table. Each box has
10 colored pencils.
Skip count by fives. How many
flowers did Maya count?
Skip count by tens. How many
colored pencils does Mr. Slade have?
Answer ____________________________
Answer ____________________________
6. Skip count by hundreds from 400.
What numbers come next?
400,
3. Nathan has a quarter and 4 nickels.
He starts at 25 and counts by 5 to
find the value of his coins. What
numbers does Nathan count?
25,
,
,
,
,
,
7. Fred counts back by ones from
503. What are the first 4 numbers
he says?
503,
,
,
,
Words for the Wise
count back
digit
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hundreds
pattern
place value
skip count
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Partner Practice
Standard 2.NBT.A.2
1. Count back by ones. What number
is missing?
3. Mrs. Holmes has 5 boxes of crayons
on her desk. Each box holds
10 crayons.
642, 641, 640,
10
A 645
B 643
10
C 639
D 638
10
10
10
Skip count by tens. How many
crayons does Mrs. Holmes have on
her desk?
A5
2. Heather uses counters to form a
pattern on a hundred chart.
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
B 15
C 25
D 50
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
Heather continues the pattern. On
which number does she put the next
counter?
A 40
A 300, 400, 500, 600
B 300, 310, 320, 330
C 300, 305, 310, 315
B 45
D 300, 302, 304, 306
C 50
E 600, 700, 800, 900
D 55
38
4. Ravi skip counts by hundreds. Select
two answers that show skip counting
by hundreds.
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Independent Practice
Standard 2.NBT.A.2
1. Tiana gives 5 marbles to each of her
7 friends.
4. Regina counts forward by hundreds.
200, 300,
, 500,
Which two numbers are missing?
A 400, 600
B 400, 700
Skip count by fives. How many
marbles does Tiana give to her friends?
A 30
C 40
B 35
D 45
D 600, 700
5. Ricky forms a pattern on a hundred
chart with counters.
2. Ned counts forward by ones.
576, 577, 578,
C 500, 600
,
What are the next two numbers
Ned says?
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
A 580, 590
C 578, 580
51 52 53 54 55 56 57 58 59 60
B 580, 585
D 579, 580
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
3. Which two answers show skip
counting by tens?
A 80, 90, 100, 200
B 370, 380, 390, 400
C 500, 505, 510, 520
D 790, 800, 810, 820
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Ricky continues the pattern. Where
does he put the next counter?
A 70
B 65
C 60
D 55
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Assessment
Standard 2.NBT.A.2
1. David counts forward by hundreds
from 600. What numbers come next?
,
600,
3. Marvin puts 10 lemons in each bag.
,
A 602, 604, 606
B 605, 610, 615
C 610, 620, 630
Skip count by tens. How many
lemons does Marvin put in all
7 bags?
D 700, 800, 900
2. Which two answers best show skip
counting by fives?
A 205, 215, 225, 235
B 390, 395, 400, 405
A 80
C 17
B 70
D 10
4. Count forward by ones. What number
is missing?
268, 269,
C 440, 445, 450, 455
D 595, 600, 610, 620
, 271, 272
A 267
C 273
B 270
D 280
5. Sarah and Tara each arrange 40 shells on a poster board in equal rows. Sarah
arranges her shells in rows of 10. Tara arranges her shells in rows of 5.
Sarah skip counts her rows. What numbers does she call?
Answers __________________________________________
Tara skip counts her rows. What numbers does she call?
Answers __________________________________________
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Critical Thinking
Standard 2.NBT.A.2
Analysis
1
Monte uses a hundred chart
to show counting patterns. He
shades the numbers he counts.
Analyze
He starts at 24 and counts
by tens. Count with Monte and shade the
numbers on the chart. What numbers does
Monte shade?
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
Describe a pattern that you see in Monte’s
numbers.
91 92 93 94 95 96 97 98 99 100
__________________________________________________________________________
__________________________________________________________________________
If Monte starts at 24 and counts by hundreds, what are the next five numbers he
will call?
24,
,
,
,
,
Describe a pattern that you see in Monte’s numbers.
__________________________________________________________________________
__________________________________________________________________________
Analysis
Journal
Explain how skip counting is like addition.
Analyze
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 6 Motivation Station
Standard 2.NBT.A.2
Animal Dot-to-Dot
Compete the “Animal Dot-to-Dot.” Skip count by fives from 5 to 300. When you
finish connecting the dots, color the picture.
290
275
265
255
260
15
10
295
280
270
285
250
300
5
30
40
25
20
35
50
45
55
245
235
240
60
65
230
70
225
75
215
220
85
210
205
200
80
90
195
105
190
110
180
185
175
95
100
120
165
135
160
170
155
140
150
145
115
125
130
Parent Activities
1. Have your child put small objects such as paper clips into groups of 5 or 10 and
skip count to find the total number of objects.
2. Gather a handful of dimes, and ask your child to skip count to determine the total
value of the coins. Repeat with nickels. Discuss how skip counting can be used to find the total value of
$5, $10, or $100 bills.
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Unit 6 Standards
(Student pages 37–42)
Common Core State Standards for Mathematical Content: 2.NBT.A.2
Domain
Cluster
Standard
Number and Operations in Base Ten
Understand place value.
2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Other Standards Addressed in This Unit
2.NBT.A.1, 2.NBT.B.8, 1.NBT.C.5
Common Core State Standards for Mathematical Practice Addressed in This Unit
MP.1
MP.2
MP.4
MP.6
MP.7
MP.8
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Model with mathematics.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Unpacking the Standards
In kindergarten, students counted to 100 by ones and tens. In grade 1, students counted to 120,
beginning with any number less than 120, and worked with multiples 10 to 90. In grade 2, students count
within 1000 and also skip count by 5s, 10s, and 100s. It is important to note that students count by
ones within 1000, beginning with any number. Students may also be asked to count back from a given
number (e.g., If you count back from 500, what are the first five numbers you will say?). Student work
with skip counting provides important prerequisite skills for the development of multiplication concepts
and the recognition and understanding of numerical patterns. Skip counting with 10s and 100s also
reinforces place value concepts.
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Getting Started
Introduction Activity
The teacher reads the book Skip Count by 5, It’s No Jive! by Tracy Kompelien. After listening to the
story, students name examples of groups of 5 from the book (pennies, fingers, toes) and list them on
the board. Students then name other examples of things that come in groups of 5, such as arms on a
starfish. These suggestions are added to the list. The teacher calls four children to come to the front of
the classroom and stand side by side facing the class, holding up their hands with their fingers spread.
Another student comes forward and skip counts the number of fingers on each hand by fives to find the
total number of fingers. The teacher and students record the numbers called on hundred charts.
(DOK 1, Bloom’s Level: Comprehension/Understand)
Suggested Formative Assessment
The teacher listens to student responses to assess understanding of skip counting by 5s. Then students
are given a number from which to begin skip counting, such as 25, and they skip count by 5s from that
number to another given number, such as 80, with a partner. The teacher repeats with larger starting
numbers until students are comfortable with skip counting by 5s.
(DOK 2, Bloom’s Level: Application/Apply)
Children’s Literature Connections
Bunches of Buttons: Counting by 10s – Michael Dahl
Lots of Ladybugs!: Counting by Fives – Michael Dahl
Monarch Migration: Counting by 10s – Megan Atwood
Plenty of Petals: Counting by Tens – Michael Dahl
Skip Count by 5, It’s No Jive! – Tracy Kompelien
Skip Count by 10, Let’s Do It Again! – Tracy Kompelien
Speed, Speed, Centipede!: Counting by Tens – Michael Dahl
Tail Feather Fun: Counting by Tens – Michael Dahl
Toasty Toes: Counting by Tens – Michael Dahl
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Vocabulary Focus
The following are essential vocabulary terms for this unit.
count back
pattern
skip count
digit
place value
tens
hundreds
Vocabulary Activity
Map It Out
The teacher provides a web diagram to organize counting and skip counting vocabulary and
concepts. The teacher displays the following words, phrases, and lists, and draws the web diagram
with the top oval of the diagram labeled “count.” All the other ovals are left blank. The teacher
challenges students to place the remaining words, phrases, and lists in the diagram, guiding them as
needed, until the web is completed.
• skip count
• 0, 10, 20, 30, 40
• 0, 5, 10, 15, 20
• by fives
• by hundreds
• 0, 100, 200, 300, 400
• count forward by ones
• by tens
count
count forward
by ones
skip count
• 0, 1, 2, 3, 4
(DOK 2, Bloom’s Level: Analysis/Analyze)
0, 1, 2,
3, 4
by fives
by tens
by hundreds
0, 5, 10,
15, 20
0, 10, 20,
30, 40
0, 100, 200,
300, 400
Suggested Formative Vocabulary Assessment
Students demonstrate their understanding of the vocabulary terms by giving examples of skip counting
and then writing sentences that describe patterns in the examples. Students select one example and
form groups with other students who selected the same type of skip counting. Students then discuss
with their groups the different patterns they found for the example. Students who used unique examples
form a group and discuss the kinds of patterns they found. The teacher informally observes and listens
to students as they complete the web diagram and participate in group discussions. The teacher uses
the information gathered to assess students’ understanding of the vocabulary terms, correcting them as
needed.
(DOK 1, Bloom’s Level: Comprehension/Understand)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Suggested Instructional Activities
1. The teacher displays a large number line with 10 to 15 interval marks between the arrows at each
end of the number line. The teacher uses sticky notes to label the first three interval marks to
establish a pattern (such as 120, 130, 140) and then randomly labels a few more of the interval
marks, leaving several unlabeled. The teacher invites students, one at a time, to affix a sticky note
with the missing number below an unlabeled interval mark. The activity is repeated with different
numbers and patterns, including patterns of ones, fives, tens, and hundreds.
(DOK 2, Bloom’s Level: Analysis/Analyze)
2. The teacher creates sets of index cards for students to practice identifying the pattern in a set of
numbers. On each of three cards, the teacher writes “Skip count by 5s,” “Skip count by 10s,” and
“Skip count by 100s.” Students place those cards faceup in a row. On the remaining cards, the
teacher writes patterns that illustrate skip counting (i.e., “405, 410, 415, 420, 425” or “600, 700,
800, 900, 1000”). Students shuffle and sort the cards by placing each card under the appropriate
category. After students complete the activity, the teacher asks the students to explain how they
determined the location for each card.
(DOK 2, Bloom’s Level: Analysis/Analyze)
3. The teacher creates a deck of 40 cards by writing a number between 100 and 200 that occurs when
skip counting by 5s or 10s (such as 140, 155, or 200). In groups of 2 or 3, students shuffle and deal
the cards facedown to each student until everyone has an equal number of cards. Then students
turn over their cards and use them to make as many skip counting patterns as possible, using each
card only once. A pattern must include at least 3 cards. The student who forms the most patterns
with his or her cards wins.
(DOK 2, Bloom’s Level: Analysis/Analyze)
4. The teacher provides a page with 2 hundred charts, each numbered from 1 to 100, to each student.
On one chart, students shade the numbers they say when skip counting by 5s. On the other chart,
students shade the numbers they say when skip counting by 10s. Students describe each pattern
and explain how the two patterns are similar and how they are different.
Next, the teacher distributes a page containing 4 small hundred charts. The first chart is numbered
from 1 to 100. The second chart is numbered from 101 to 200. The third chart is numbered from
201 to 300, and the fourth chart is numbered from 301 to 400. Students shade numbers in the
charts to show the numbers they say when skip counting by 100s. The teacher asks a volunteer
to describe the pattern of shading on the page. Then, the teacher asks a volunteer to describe a
second worksheet that continues the pattern to 800.
(DOK 1, Bloom’s Level: Application/Apply)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Suggested Formative Assessment
Students use a hundred chart labeled from 501 to 600. They use crayons to mark a red stripe on the
number called when skip counting by 5s. On the same chart, each student marks a blue stripe on the
number called when skip counting by 10s. Students write a sentence describing the patterns formed.
(DOK 2, Bloom’s Level: Analysis/Analyze)
Suggested Reflection/Closure Activity
Students write answers to the following questions in math journals.
• What does it mean to skip count?
• Why do you think we use the word “skip” in skip counting?
• Why do you think we skip count some groups of objects rather than counting them by ones?
(DOK 2, Bloom’s Level: Comprehension/Understand)
Suggested Formative Assessment
Students engage in a partner activity while skip counting by 5s. Partners face each other and “whisper
count” by ones. When partners reach a number that is said when skip counting by 5s, they “high ten”
one another and say the number loudly. The activity may be repeated for skip counting by 10s. The
teacher observes student responses to assess understanding.
(DOK 2, Bloom’s Level: Comprehension/Understand)
Interventions
1. Students use geoboards to investigate counting by groups of 5. Students place rubber bands around
5 pegs in each row. After they place the rubber bands, students skip count each row by 5s to find
the total number of pegs contained by the rubber bands. To extend the counting, pairs or groups of
students can line up multiple geoboards.
(DOK 1, Bloom’s Level: Application/Apply)
2. The teacher provides students a set of craft sticks and rubber bands. Students use the rubber bands
to make bundles of 5 craft sticks. Students count the bundles aloud by 5s to find the total number of
craft sticks. Students repeat the activity by making bundles of 10 and skip counting by 10s.
(DOK 1, Bloom’s Level: Application/Apply)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
3. The teacher provides students with base 10 blocks, including ten rods/longs and hundred flats.
Students place rods/longs one at a time in a row, skip counting aloud by 10s as they place each ten.
They repeat the activity using hundred flats and skip count aloud by 100s.
(DOK 1, Bloom’s Level: Comprehension/Understand)
4. The teacher places a 1–100 number line (commercially available or made on butcher paper and
laminated) on the floor. Students literally “skip” as they count by 5s or 10s along the number line.
Students say the numbers as they skip count.
(DOK 1, Bloom’s Level: Comprehension/Understand)
Suggested Formative Assessment
Teacher observations should indicate whether students are struggling with the concept of skip counting.
Students may record their work for the above activities as appropriate, such as shading squares on
grid paper when using base 10 blocks. Students may then write the pattern of numbers beside each
representation and describe the pattern.
(DOK 1, Bloom’s Level: Application/Apply)
Extending Student Thinking
Students create, extend, and complete patterns that require them to skip count backward. The teacher
shows several examples and asks them to create skip-counting patterns that include decreasing
numbers with missing terms. Then students exchange their patterns with a partner and complete each
other’s patterns. After the activity, the students record the answers to the following questions.
• What strategies did you use to create and solve each pattern?
• Did you use addition or subtraction?
Examples:
• 275, 270, 265, 260,
• 105, 100,
• 700,
•
,
, 90, 85,
,
,
,
, 400, 300,
, 100
, 450,
, 430, 420,
,
(DOK 2, Bloom’s Level: Analysis/Analyze)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Answer Key and Codings
Page Question
37
38
39
40
Answer
DOK
Bloom’s Original/Revised
Level
1
499, 500, 501
2
80 pencils
1
Knowledge/Remember
1
Comprehension/Understand
3
30, 35, 40, 45
2
Application/Apply
4
220
1
Knowledge/Remember
5
25 flowers
2
Comprehension/Understand
6
500, 600, 700
1
Comprehension/Understand
7
502, 501, 500, 499
1
Comprehension/Understand
1
C
1
Comprehension/Understand
2
B
2
Comprehension/Understand
3
D
1
Comprehension/Understand
4
A and E
2
Comprehension/Understand
1
B
1
Comprehension/Understand
2
D
1
Knowledge/Remember
3
B and D
2
Comprehension/Understand
4
A
1
Knowledge/Remember
5
C
2
Comprehension/Understand
1
D
1
Knowledge/Remember
2
B and C
2
Comprehension/Understand
3
B
1
Comprehension/Understand
4
B
1
Knowledge/Remember
5
Sarah: 10, 20, 30, 40
Tara: 5, 10, 15, 20, 25, 30, 35, 40
1
Comprehension/Understand
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 6
Count and Skip Count Within 1000
Standard 2.NBT.A.2
Answer Key and Codings
Page Question
1
41
Journal
DOK
Bloom’s Original/Revised
Level
Answer
24, 34, 44, 54, 64, 74, 84, 94
Descriptions of patterns may vary.
24, 124, 224, 324, 424, 524
Descriptions of patterns may vary.
2
Analysis/Analyze
Answers will vary. When you skip count by a number,
such as 5, it is the same as adding 5 each time to each number to
get the next number in the pattern.
2
Analysis/Analyze
1
Comprehension/Understand
265
275
290
15
295
280
270 285
255
260
300
250
30
10
5
25
35
20
40
50
45
55
245
235
240
60
65
70
230
225
42
Motivation
Station
75
85
220 215
210
205
200
195
105
190
110
180
185
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100
120
165
135
160
170
84
80
90
155
140
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