1.5.B
The Standard
skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students group objects into pairs, groups of five, or groups of ten. They count the groups in equal jumps to find the total without counting each object by ones.
What Mastery Looks Like
- Students organize or recognize objects in equal groups of 2, 5, or 10. They count each group once and state an accurate total for sets up to 120.
Common Misconceptions
- Students may say 2, 4, 6 while touching every object instead of each pair. They may skip a group, change the counting interval, or count an incomplete group as full.
How to Assess It
- Give students pictures of 24 socks in pairs, 45 counters in groups of five, and 70 sticks in bundles of ten. Have them write each counting sequence and total.
Lesson moves
Ways to Teach It
Use linking cubes to build equal groups of 2, 5, and 10, then touch each group while counting aloud to 120.
Ask, "Which way would you count 40 buttons fastest, by twos, fives, or tens, and why?"
On a 120 chart, students draw a 2, 5, or 10 card, say the next five counts, and cover them.
Give a lunch order with eight five-packs of juice boxes, then have students skip-count to find how many drinks are needed.
Keep exploring
Related Standards
- K.2.C
count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or ord...
- 1.2.C
use objects, pictures, and expanded and standard forms to represent numbers up to 120
- 1.4.C
use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- 3.4.D
determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
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