Virginia SOL 2.NS.1.d
The Standard
Represent forward counting patterns when counting by groups of 100 up to at least 1,000 starting at 0 using a variety of tools (e.g., objects, number lines, calculators, one thousand charts).
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 count from 0 to 1,000 in jumps of 100. They show the sequence with objects, number lines, calculators, or charts and describe how it grows.
What Mastery Looks Like
- A student correctly orders 0, 100, 200, and the remaining hundreds through 1,000. They explain that each step adds 100 and use a tool to show the pattern.
Common Misconceptions
- Students may add 1 instead of 100, skip a number, or place 1,000 after 100. They may also space values unevenly on a number line.
How to Assess It
- Give students a number line with 11 equally spaced ticks and 0 on the first tick. Ask them to label each tick through 1,000.
Lesson moves
Ways to Teach It
Stack base ten flats one at a time, labeling the total after each flat until the stack represents 1,000.
Ask students to write what changes and what stays the same as they count from 0 to 1,000 by hundreds.
Shuffle cards labeled 0 through 1,000 by hundreds, then have pairs race to place them in order.
Track canned food packed in boxes of 100, recording each new total until the collection reaches 1,000.
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Printable 2.NS.1.d Worksheet
A ready-to-print activity worksheet aligned to 2.NS.1.d, with an answer key for the teacher on its own page. No account needed.
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