Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Skip count by 2s, 5s, 10s and 100s
Number sense
CCSS 2.NBT.A.2England: Y2 Number and place value
Objective and success criteria
Students will: Skip count by 2s, 5s, 10s and 100s.
- 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
Leads to: Odd and even numbers; Equal groups and repeated addition; Times tables: 2, 5 and 10
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Count to 120). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count on in tens: 73, 83, 93, __ → 103Prompt: Adding 10 changes the tens digit. Does the ones digit change?
- Count on in tens: 84, 94, __, 114 → 104Prompt: Adding 10 changes the tens digit. Does the ones digit change?
- Count on in tens: 74, 84, 94, __ → 104Prompt: Adding 10 changes the tens digit. Does the ones digit change?
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Skip count by 2s, 5s, 10s and 100s. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Count by 100s. What is missing? 300, 400, 500, 600, __
- Step 1: 600 + 100 = 700
- Answer: 700
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 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 by 100s. What is missing? 400, 500, 600, 700, __ → 800Prompt: How much does the count go up each time?
- Count back by 5s: 35, 30, 25, 20, __ → 15Prompt: Each number is less than the one before. By how much?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Count back by 5s: 45, 40, 35, 30, __ → 25Prompt: Each number is less than the one before. By how much?
- Count by 2s. What is missing? 20, 22, __, 26, 28 → 24Prompt: How much does the count go up each time?
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
- Move on to: Odd and even numbers; Equal groups and repeated addition; Times tables: 2, 5 and 10.
- 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