Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39656
Counting by Ones Within 1000
Students are asked to count by ones, starting at various numbers, within 1000.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, counting, thousand
Resource Collection: MFAS Formative Assessments
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task should be completed individually.
1. The teacher places the set of objects in front of the student and says, “Today you are going to count for me. Start counting the cubes, and keep going until I say stop.”
The teacher should stop the student once he or she has counted to 25.
2. The teacher then asks the student to pretend there are 44 cubes in the pile, and start counting from 44. The teacher stops the student around 62—the student will
have “crossed two decades” at that point.
3. Then, the teacher asks the student to pretend there are 89 cubes in the pile, and start counting from 89. The teacher stops the student around 112.
4. Finally, the teacher asks the student to pretend there are 990 cubes in the pile, and count from 990. The teacher stops the student at 1000.
TASK RUBRIC
Getting Started
Misconception/Error
The student has difficulty counting over multiples of 10 less than 100.
Examples of Student Work at this Level
The student does not know what to say after 49 or 59, instead saying “forty ten” or “fifty ten” for 50 or 60, respectively.
The student reverts back to 40 after counting to 49 (i.e., “…49, 40, 41, 42, 43…”.
Questions Eliciting Thinking
Can you count by tens up to 100? What comes after 40 (or any other multiple of 10 at which the student erred) when you count by tens? Can you start at 40 and count
page 1 of 3 up to 50?
What comes after 50 when you count by tens? Can you start at 50 and count up to 60?
Instructional Implications
Have the student count rods from base ten blocks in order to learn the conventions for naming multiples of 10.
Have the student practice counting both forwards and backwards on a number line and also on a hundreds chart, counting over multiples of 10. Guide the student to
observe that there is a repeating pattern in counting after each multiple of 10 is reached (e.g. twenty­one, twenty­two, twenty­three…thirty, thirty­one, thirty­two, thirty­
three…).
Provide opportunities for the student to count large quantities of objects (e.g., quantities between 30 and 100).
Guide the student in using the hundreds chart to look for patterns in the structure of the number sequence.
Moving Forward
Misconception/Error
The student has difficulty counting beyond 100.
Examples of Student Work at this Level
The student counts to 100 and stops, perhaps saying, “I don’t know what number comes after 100.” The student counts to 100 but then continues by jumping to 105 or 110.
Questions Eliciting Thinking
What happens if you have 100 pennies, and someone gives you one more penny? How many do you have then? How do you say that number? How do you write it?
Suppose now you have 101 pennies, and you receive one more. How many pennies will you have now? How do you say that number? How do you write it?
Can you start at 98 and count up to 102?
Instructional Implications
The student needs focused practice counting over multiples of 100. Have the student practice counting both forward and backward starting within 10 of a multiple of 100.
For example, have the student start at 96 and count up to 104 or have the student start at 207 and count down to 193.
Have the student use a number line that has only multiples of 100 marked. Have the student write or say the numbers that come right before and right after each multiple
of 100.
Ask the student to mirror you when counting. For example, you say, “97” and the student should repeat “97”. This should continue to 100. Then, ask the student to
predict which number would come after 120. After, have the student count verbally again independently to 120.
Use base ten blocks to show that after 99 you would use 10 tens to make 100. Have the student use base ten blocks to determine which number comes after 120.
Almost There
Misconception/Error
The student has difficulty counting beyond 990 and/or transitioning from 999 to 1000.
Examples of Student Work at this Level
The student says, “nine hundred ninety, nine hundred ten (or “tenty”). The student begins to miscount in the mid 990’s, before getting to 999. The student stops counting at 999, saying, “I don’t know what comes next.” The student says the number after 999 is, “nine hundred ninety ten” or “one million.” (In the latter case, the student knows it’s a big number, but has forgotten what this
number is called.)
Questions Eliciting Thinking
Do you know how to write the number that is one more than 999? Do you know what to call this number?
Instructional Implications
Have the student work with another student, counting on from three-digit numbers larger than 400. This practice can be couched in terms of Add To (Result Unknown)
page 2 of 3 word problems where the start number is large and the change number is 25 or less.
Give the student repeated opportunities to count over 1000, both forward and backward, until it becomes natural to say “one thousand” after 999.
Ask the student to mirror you when counting. For example, you say “997” and the student should repeat “997.” This should continue to 1001. Then, ask the student to
predict which number comes after 1000. After, have the student count independently to 1005.
Use base ten blocks to show that after 999, 10 flats are used to make 1000. Have the student use base ten blocks to determine which number comes after 999.
Got It
Misconception/Error
The student successfully completes the task using and justifying an appropriate strategy.
Examples of Student Work at this Level
The student easily and fluidly completes all four counting tasks.
Questions Eliciting Thinking
Do you know how to name numbers larger than 1000? What would the next number after 1000 be? The number after that?
Can you count backwards from 1000 to 990?
Do you know what number comes after 1999?
Instructional Implications
Have the student count to larger numbers such as 1500 beginning at a number greater than 1000.
Ask the student to consider what numbers come before given numbers within the sequence from 0 to 1000. Ask questions such as, “What number comes after 1639?” Introduce the student to the use of commas when writing large numbers (e.g., 1,000 or 1,000,000 or 1,000,000,000). Also introduce terms used to name numbers such
as these: thousand, million, and billion.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
30 small objects such as unit cubes
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.2.NBT.1.2:
Description
Count within 1000; skip-count by 5s, 10s, and 100s.
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