Virginia SOL 2.NS.1.f
The Standard
Describe and use patterns in skip counting backwards by 10s (from 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 move backward through a number sequence by subtracting 10 each time. They identify what changes in the place-value digits and use the pattern to predict and justify the next number.
What Mastery Looks Like
- A student completes sequences such as 200, 190, 180, 170 without counting by ones. The student explains that each step removes one ten, including when moving from 100 to 90.
Common Misconceptions
- Students may subtract 1 instead of 10 or count backward by ones. Some change the ones digit, write 99 after 100, or lose place value when crossing 100.
How to Assess It
- Exit ticket: Complete 200, 190, __, __, 160, then explain why the number after 190 is correct.
Lesson moves
Ways to Teach It
Give pairs 20 base-ten rods; students remove one rod at a time and record the total after each removal from 200.
Have students write an answer to: When 140 changes to 130, what changed, what stayed the same, and why?
Play Missing Number Relay with cards showing 180, 170, blank, 150; teams place the correct card and explain their choice.
Use a 200-second timer, pause every 10 seconds, and have students state and record the time remaining.
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Printable 2.NS.1.f Worksheet
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Related Standards
- 2.NS.1.c
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 th...
- 2.NS.1.d
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, cal...
- 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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