NY Next Generation Math NY-2.NBT.2
The Standard
Count within 1000; skip-count by 5s, 10s, and 100s.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students count within 1,000 and skip-count by 5s, 10s, and 100s. They continue sequences from varied starting points and describe the changing place values.
What Mastery Looks Like
- A student counts by 5s from 235, by 10s from 470, and by 100s from 326 without losing the pattern. The student crosses decade and hundred boundaries accurately.
Common Misconceptions
- Students may restart at a familiar multiple, change the wrong digit, or skip a boundary number. They may treat counting by 100 as adding a zero.
How to Assess It
- Ask students to continue 385, 390, 395 by 5s and 742, 842, 942 by 100s, explaining each pattern.
Lesson moves
Ways to Teach It
Place number cards on a hundreds chart and trace jumps of 5, 10, or 100 from varied starts.
Ask students what changes and stays the same when 100 is added to 346.
Play sequence repair with missing or incorrect terms in skip-count patterns within 1,000.
Count groups of tickets, coins, or supplies packaged in fives, tens, or hundreds.
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Printable NY-2.NBT.2 Worksheet
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Related Standards
- NY-K.CC.2
Count to 100 by ones beginning from any given number (instead of beginning at 1).
- NY-1.NBT.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.
- NY-K.CC.1
Count to 100 by ones and by tens.
- NY-2.NBT.1.b
Understand 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 o...
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