Virginia SOL 2.NS.1.c
The Standard
Describe and use patterns in skip counting by multiples of 2 (to at least 50), and multiples of 5, 10, and 25 (to at least 200) to justify the next number in the counting sequence.
Virginia Standards of Learning for Mathematics · The student will utilize flexible counting strategies to determine and describe quantities up to 200.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students recognize the fixed amount added in a number sequence and use it to find later numbers. They describe patterns in the digits and explain why their next number fits.
What Mastery Looks Like
- Students continue sequences by adding 2, 5, 10, or 25 from varied starting points. They explain the next number using the repeated increase, digit patterns, or groups on a model.
Common Misconceptions
- Students may add the counting number itself rather than the fixed amount. They may rely only on memorization and struggle when a sequence starts at an unfamiliar number. Some confuse counting by 25 with counting by 20 or miss the repeating ones-digit patterns.
How to Assess It
- Use an exit ticket: complete 42, 44, 46, __; 65, 70, 75, __; 130, 140, 150, __; and 100, 125, 150, __. For each sequence, name the amount added and explain how you found the next number.
Lesson moves
Ways to Teach It
Give pairs 50 counters to arrange in groups of 2, then have them touch each group and record each running total.
Ask students to compare counting by 5 and 10, then write what happens to the ones digit in each sequence.
Play Sequence Relay: teams draw a step card labeled 2, 5, 10, or 25 and write the next five numbers.
Give students play quarters and ask them to count the total value after each coin until they reach 200 cents.
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Printable 2.NS.1.c Worksheet
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Related Standards
- 2.NS.1.f
Describe and use patterns in skip counting backwards by 10s (from at least 200) to justify the next number in the counting sequence.
- 2.NS.1.a
Represent forward counting patterns when counting by groups of 2 up to at least 50, starting at various multiples of 2 and using a variety of tools (e.g., objec...
- 2.NS.1.b
Represent forward counting patterns created when counting by groups of 5s, 10s, and 25s starting at various multiples up to at least 200 using a variety of tool...
- 2.NS.1.e
Represent backward counting patterns when counting by groups of 10 from 200 or less using a variety of tools including objects, number lines, calculators, and h...
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