Virginia SOL 2.NS.1.e
The Standard
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 hundreds 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 begin with any number up to 200 and count backward by 10s. They show the pattern with objects, number lines, calculators, or hundreds charts.
What Mastery Looks Like
- A student can start at a number such as 176 and produce 166, 156, 146, and so on. The student uses a model and explains that the ones digit stays the same.
Common Misconceptions
- Students may subtract 1 instead of 10 or change the ones digit. They may move across a hundreds chart instead of moving up one row. Some stop at 100 rather than continue below it.
How to Assess It
- Exit ticket: Start at 164, show six jumps back by 10 on an open number line, and write the numbers you land on.
Lesson moves
Ways to Teach It
Build 148 with base ten blocks, remove one ten at a time, and record each new number.
Ask students to explain why the ones digit stays the same when counting backward by 10.
Play Backward Tens Race by drawing a starting card, then using a calculator to list ten correct numbers before a partner.
Track a store inventory that begins with 175 items and decreases by 10 items each day.
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Printable 2.NS.1.e Worksheet
A ready-to-print activity worksheet aligned to 2.NS.1.e, with an answer key for the teacher on its own page. No account needed.
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