CCSS.Math.Content.2.NBT.A.2
The standard
Count within 1000; skip-count by 5s, 10s, and 100s.
Common Core State Standards for Mathematics · Number and Operations in Base Ten
What this standard means
Students need to count forward within 1,000 and use skip-counting patterns by 5s, 10s, and 100s. They should connect the count to place value, not just chant numbers. They need to notice what changes and what stays the same in the ones, tens, and hundreds places.
Mastery looks like starting from numbers like 235 and counting by 5s, 10s, or 100s without needing to restart at 0. Students often get stuck at decade and hundred transitions, such as 295 to 300 or 590 to 600, and may say patterns without understanding the place value change.
Ways to teach it
- Give pairs base-ten blocks and number cards, then have them build 246 and count on by 10s and 100s while changing blocks.
- Ask students, “What changes when we count by 10 from 348, and what stays the same?” then have them write two examples.
- Show 470, 480, blank, 500, blank, and ask students to fill the missing numbers and name the counting pattern.
- Use a classroom calendar, coin nickels, or bundles of straws to practice counting real groups by 5s, 10s, and 100s.
Plan a lesson for CCSS.Math.Content.2.NBT.A.2
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Related standards
- CCSS.Math.Content.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
- CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.
- CCSS.Math.Content.2.NBT.A.1b
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).
- CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.