2.NS.1

The student will utilize flexible counting strategies to determine and describe quantities up to 200.

2.NS.1.aRepresent forward counting patterns when counting by groups of 2 up to at least 50, starting at various multiples of 2 and using a variety of tools (e.g., objects, number lines, hundreds charts).2.NS.1.bRepresent forward counting patterns created when counting by groups of 5s, 10s, and 25s starting at various multiples up to at least 200 using a variety of tools (e.g., objects, number lines, hundreds charts).2.NS.1.cDescribe and use patterns in skip counting by multiples of 2 (to at least 50), and multiples of 5, 10, and 25 (to at least 200) to justify the next number in the counting sequence.2.NS.1.dRepresent forward counting patterns when counting by groups of 100 up to at least 1,000 starting at 0 using a variety of tools (e.g., objects, number lines, calculators, one thousand charts).2.NS.1.eRepresent backward counting patterns when counting by groups of 10 from 200 or less using a variety of tools including objects, number lines, calculators, and hundreds charts.2.NS.1.fDescribe and use patterns in skip counting backwards by 10s (from at least 200) to justify the next number in the counting sequence.2.NS.1.gChoose a reasonable estimate up to 1,000 when given a contextual problem (e.g., What would be the best estimate for the number of students in our school – 5, 50, or 500?).2.NS.1.hRepresent even numbers (up to 50) with concrete objects, using two equal groups or two equal addends.2.NS.1.iRepresent odd numbers (up to 50) with concrete objects, using two equal groups with one leftover or two equal addends plus 1.2.NS.1.jDetermine whether a number (up to 50) is even or odd using concrete objects and justify reasoning (e.g., dividing collections of objects into two equal groups, pairing objects).
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