Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Skip count by 5s, 10s and 100s from any number
Number sense
CCSS 2.NBT.A.2England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Skip count by 5s, 10s and 100s from any number.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Skip count by 2s, 5s, 10s and 100s; Count in tens from any number
Leads to: Find the rule of a number pattern
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Skip count by 2s, 5s, 10s and 100s; Count in tens from any number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count by 5s. What is missing? 55, 60, __, 70, 75 → 65Prompt: How much does the count go up each time?
- Count on in tens: 23, 33, __, 53, 63 → 43Prompt: The ones digit stays the same each time.
- Count back by 10s: 180, 170, 160, 150, __ → 140Prompt: Each number is less than the one before. By how much?
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Skip count by 5s, 10s and 100s from any number. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Count in hundreds: 539, 639, __, 839, 939
- Step 1: 639 + 100 = 739
- Step 2: 739
- Answer: 739
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Count in hundreds: 206, 306, __, 506, 606 → 406Prompt: Only the hundreds digit changes.
- Count in tens: 160, 170, __, 190, 200 → 180Prompt: The ones digit stays the same.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Count back in fives: 210, 205, __, 195, 190 → 200Prompt: The ones digit takes turns between 5 and 0.
- Count in hundreds: 252, 352, 452, __, 652 → 552Prompt: Only the hundreds digit changes.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Skip count by 2s, 5s, 10s and 100s.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Find the rule of a number pattern.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder