Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39660
Counting by Tens and Hundreds Within 1000
Students are asked to count by tens, starting at various numbers, up to 1000 and to count by hundreds up to 1000.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, counting, counting by tens, counting by hundreds, skip counting
Resource Collection: MFAS Formative Assessments
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task should be completed individually. The teacher should have base ten blocks available in case the student struggles with verbal counting. In this case, the teacher
may adapt the instructions below and have the student count flats and rods.
The teacher asks the student to do each of the following:
1. Count by tens starting at zero up to 130.
2. Count by tens starting at 530 up to 630.
3. Count by tens starting at 910 up to 1000.
4. Count by hundreds up to 1000.
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to count by tens up to 100.
Examples of Student Work at this Level
The student miscounts when counting by tens, before getting to 100. The student leaves numbers out or begins counting by ones after a certain number. For example,
the student counts, “10, 20, 30, 40 50, 60, 70, 71, 72, 73, ….”
The student stops counting at a certain number and is unable to continue. For example, the student says, “10, 20, 30, 40, 50” and stops.
Questions Eliciting Thinking
page 1 of 3 Would you count for me again, starting all over? I think you missed a number.
Can you begin at 70 (or at any multiple of 10 at which the student reverted to counting by ones) and continue counting by tens?
Do you know what 10 more than 50 (or any multiple of 10 at which the student stopped) is? What is 10 more than 60?
Instructional Implications
Ask the student to mirror you when counting by tens. For example, you say “10” and the student repeats “10.” Then, you say “20” and the student repeats “20.” This
should continue to 100. Then, have the student count by tens independently to 100.
Have the student count collections of dimes, counting both forward and backward as dimes are added to or removed from a pile. Learning to count backward as well as
forward will help the student learn the numbers close to multiples of 100.
Provide opportunities for the student to count large quantities of objects (e.g., quantities between 30 and 100) that can be naturally grouped in tens so that they see
value in counting by tens.
Guide the student in using the hundreds chart to look for patterns in number sequences with a common difference of 10.
Moving Forward
Misconception/Error
The student has difficulty counting by tens over multiples of 100.
Examples of Student Work at this Level
The student counts, “…, 70, 80, 90, 100” and then stops perhaps saying, “I don’t know what number comes after 100.” The student counts, “…, 70, 80, 90, 100, 200, 300, 400, 500…”
The student counts, “70, 80, 90, 100, 101, 102, …” or “70, 80, 90, 100, 200, …” The student counts, “…570, 580, 590, 600, 601, 602, 603,…” or “…570, 580, 590, 600, 700, …” Questions Eliciting Thinking
What is 10 more than 100? So, if you are counting by tens, what should you say after 100? Can you start at 90, and count by tens?
What is 10 more than 600? So, if you are counting by tens, what should you say after 600? Can you start at 590, and count by tens?
Instructional Implications
The student needs focused practice counting by tens over multiples of 100. Have the student practice counting by tens both forward and backward starting at multiples of
10 within 50 of a multiple of 100. For example, have the student start at 60 and count up to 140 or have the student start at 220 and count down to 180.
Have the student use a number line that has only multiples of 100 marked. Have the student write or say the multiples of 10 that come right before and right after each
multiple of 100.
Guide the student in using the hundreds chart to look for patterns associated with multiples of 10. Use these patterns to help the student count by tens to 200.
Have the student use base ten blocks to count by tens to 300.
Almost There
Misconception/Error
The student has difficulty counting beyond 990 when counting by tens and/or beyond 900 when counting by hundreds.
page 2 of 3 Examples of Student Work at this Level
The student stops counting at 990, saying, “I don’t know what comes next.” After counting to 990, the student says the next number is, “ten hundred” or, “one million.” (The student knows it is a big number, but has forgotten what this number is
called.)
Questions Eliciting Thinking
Do you know how to write the numeral “ten hundred”? Do you know another name for this numeral?
Instructional Implications
Have the student count forward and backwards by tens and by hundreds over 1000 until it becomes natural to say (and write) 1000.
Give the student index cards with the numbers 890, 900, 910, 920, 930, 940, 950, 960, 970, 980, 990, 1000, and 1010 each written on a card. Mix up the cards and
have the student put the cards in order.
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 counts by tens up to 130, by tens starting at 530 up to 630, by tens starting at 910 up to 1000, and can count by hundreds up to 1000.
Questions Eliciting Thinking
Can you count by tens beyond 1000? What comes next? What comes after that?
Can you count by hundreds beyond 1000? What comes next? What comes after that?
Can you count backwards by tens from 1000? Try it and see.
Instructional Implications
Have the student practice counting by tens and by hundreds to numbers within 2000.
Have the student count backwards by tens and by hundreds from 1000.
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:
Base ten blocks, at least 10 each of flats (hundreds) and rods (tens)
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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