Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Count on and back across hundreds (to 1000)
Number sense
CCSS 2.NBT.A.2England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Count on and back across hundreds (to 1000).
- 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: Count to 120; Hundreds, tens and ones
Leads to: the next skill in this area.
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 (Count to 120; Hundreds, tens and ones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count on in tens: 59, 69, 79, __ → 89Prompt: Adding 10 changes the tens digit. Does the ones digit change?
- Count on in tens: 62, 72, __, 92 → 82Prompt: Adding 10 changes the tens digit. Does the ones digit change?
- Count on in tens: 39, 49, 59, __ → 69Prompt: Adding 10 changes the tens digit. Does the ones digit change?
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count on and back across hundreds (to 1000). 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: Keep counting: 97, 98, 99, 100, __
- Step 1: 100 + 1 = 101
- Step 2: 101
- Answer: 101
- 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.
- Keep counting: 98, 99, 100, __ → 101Prompt: Each number is one more than the one before.
- Count back: 672, 671, 670, __ → 669Prompt: Each number is one less.
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.
- What number comes just after 699? (710 / 700 / 709 / 701) → 700Prompt: 699 has 9 tens and 9 ones. Adding one more makes a new ten…
- Keep counting: 698, 699, __ → 700Prompt: Each number is one more than the one before.
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: Count to 120.
- 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
- 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