Skip counting by 10's

  • Grade: Grade 2
    Activity type: Interactive Activity

Skip counting by 10's

Course
Mathematics
Grade
Grade 2
Section
Multiplication
Outcome
Skip counting 10's
Activity Type
Interactive Activity
Activity ID
21246

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  • K – Kindergarten
    • K.CC – Counting & Cardinality
  • 1 – Grade 1
    • 1.NBT – Number & Operations in Base Ten
      • Mathematics

        • 1.NBT.5 – Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

        • 1.NBT.6 – Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

      • Mathematics

        • 1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

          • 1.NBT.2.c – The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

  • 2 – Grade 2
    • 2.OA – Operations & Algebraic Thinking
      • Mathematics

        • 2.OA.4 – Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

    • 2.NBT – Number & Operations in Base Ten
      • Mathematics

        • 2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s.

  • 3 – Grade 3
    • 3.OA – Operations & Algebraic Thinking
      • Mathematics

        • 3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

        • 3.OA.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

  • Year 1
    • Number and Algebra
      • Number and place value

        • ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

  • Year 2
    • Number and Algebra
      • Number and place value

        • ACMNA031 – Recognise and represent multiplication as repeated addition, groups and arrays

  • Year 4
    • Number and Algebra
      • Number and place value

        • ACMNA075 – Recall multiplication facts up to 10 * 10 and related division facts

        • ACMNA076 – Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

  • 2 – Year 2
    • 2.NA – Number and algebra
      • 2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.

  • 3 – Year 3
    • 3.NA – Number and algebra
      • 3.NA.3 – Continue spatial patterns and number patterns based on simple addition or subtraction.

  • 4 – Year 4
    • 4.NA – Number and algebra
      • 4.NA.2 – Create, continue, and give the rule for sequential patterns with two variables

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.N.NPV – Number - number and place value

        • Pupils should be taught to:

          • KS1.Y1.N.NPV.2 – Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s