Unit Plan 7 (Grade 2 Math): Counting & Skip-Counting (5s, 10s, 100s) within 1,000

Focus: Count forward/backward within 1,000; build patterns on hundreds charts and number lines through skip-counting by 5s, 10s, and 100s to support later money (nickels/dimes) and time (5-minute intervals) work.

Grade Level: 2

Subject Area: Mathematics (Number & Operations in Base Ten)

Total Unit Duration: 5 sessions (one week), 35–45 minutes per session

I. Introduction

This week develops flexible counting within 1,000, emphasizing structure: how moving down a column on a hundreds chart adds ten, moving across adds one, and jumping by 5s/10s/100s creates predictable patterns. Students start from any number, count forward/backward, and justify their steps with models.

Essential Questions

• How do patterns on a hundreds chart and number line help me count by 5s, 10s, and 100s?
• How can I start anywhere and still count accurately forward and backward?
• How do these patterns connect to money (nickels/dimes) and time (5-minute intervals)?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Count within 1,000 starting at any number; skip-count by 5s, 10s, and 100s forward and backward.
2. Describe and use structure on the hundreds chart and number line to predict the next/previous numbers.
3. Explain why a sequence is correct using models, arrows, and labels (start–stop–step).
4. Connect skip-count patterns to nickels/dimes and 5-minute clock marks.

Standards Alignment — CCSS Grade 2 (spiral across the unit)

• 2.NBT.2: Count within 1,000; skip-count by 5s, 10s, and 100s.
• MP.7: Look for and make use of structure (grid/line patterns, place-value jumps).

Success Criteria — Student Language

• I can start anywhere and count on/back by 5s, 10s, or 100s without losing the pattern.
• I can show my counting on a hundreds chart or number line and explain my jumps.
• I can connect counting by 5s/10s to money/time and tell what each jump means.