October 15 - 18

 I can count to 1000 by 1s, 2s, and 10s starting at different values and by 20, 25, and 50 from 0. (Grade 2 Math)

Foundation of counting

In addiion to the 100-chart, base ten blocks and mats are a tool we use frequently when practicing our counting skills and solving problems.

In order to count actual objects, students first need to know the counting words. 

The intention over the course of the full year is to practise counting by 1s within 1000. 

Helping students recognize patterns is key to improving their comfort with the counting sequence.

To learn the numbers 1 to 12, students must simply learn the words. 

• The counting patterns start with the numbers 13 and 15, which have special names ("thirteen" and "fifteen"). 
• The other teen numbers follow a pattern, adding "four," "six," "seven," "eight," and "nine" to make "fourteen," "sixteen," "seventeen," "eighteen," and "nineteen."
• Once students learn the words for 20, 30, 40, 50, 60, 70, 80, and 90, they can keep using patterns to count up to 99. 
• They also need to learn the number 100, then the same pattern continues for 200, 300, 400, and so on, helping them count up to 999.

The 100-chart is a key tool for helping students notice patterns.

Some of our favourite math activites are games and challenges to help practice our numbers, critical thinking, and collaboration skills.

Counting by 2s 

When students say the words “two, four, six, …”, they are not counting objects but simply saying number words in a particular sequence. 

A 100-chart can help students see that when they count by 2s, they skip every second number that they would say if they were counting by 1s. 

Students should have opportunities to count by 2s starting at any even or odd number.

Counting by 10s 

When counting by 10s, the patterns begin with 20. All ten words 20 and higher end with the suffix “-ty.” 

Students must learn new words for 20, 30, and 50 (“twenty,” “thirty,” and “fifty”). 

All the others are pronounced with “four,” “six,” “seven,” “eight,” and “nine” to make “forty,” “sixty,” “seventy,” “eighty,” and “ninety.” 

This pattern continues as children count over 100. 

Students should have opportunities to count by 10s starting at any number.

Counting by 20s, 25s, 50s 

Once comfortable with counting by smaller values, students can begin skip counting from 0 by greater values such as 20, 25, and 50. 

These values are important as they always skip count to hundred numbers in their sequence. Counting by these values supports children being able to add coin values.

Estimysteries are another engaging way to practice problem solving strategies, reasoning, using mathematical language, make connections between math concepts, and use the 100-chart to organize their thinking. We can't get enough Estimysteries! They always ask for "just one more!"