Welcome to "Star Map Skip Lab", a Grade 2 Skip Counting by 5, 10, 100 mission at the Explorer core practice level, staged in a space scenario. The mission opens with a hands-on prompt: "Start at 60 and skip-count by 10. Place 110 on the number line." Students work with the numbers 60, 10, 110 and reach a final answer of 5 across 3 guided steps.
Behind the story, this lesson builds skip counting by 5, 10, 100 understanding aligned to CCSS 2.NBT.A.2. The key strategy is: 110 + 10 = 120.
A common misconception this page surfaces is: Adding 1 instead of the chosen step (e.g. counting by 5 → 5, 6, 7…). State the rule first: "every jump = +5." Then chant the sequence so the rule sticks before the next number. The adaptive Socratic hints move from a small nudge to a fuller strategy, keeping the reasoning visible for students, parents, and teachers.
Grade 2 · Skip Counting by 5, 10, 100
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Thinking Summary · 1
Mastered[object Object]
[Discovery] Start at 60 and skip-count by 10. Place 110 on the number line.
1
Active StepPlace the marker on 110.
Everything you need to know about the Socratic experience.
Start at 60 and skip-count by 10. Place 110 on the number line. Hint: Each tick is +10. Count: 60, 70, 80, …
How many jumps of 10 are needed to go from 60 to 110? If you get stuck, the adaptive hint is: (110 − 60) ÷ 10 = 5.
Explorer missions hit the core abstraction at typical numeric ranges — this is where conceptual mastery is built. Within Grade 2 Skip Counting by 5, 10, 100, expect numbers in the corresponding range.
Adding 1 instead of the chosen step (e.g. counting by 5 → 5, 6, 7…). State the rule first: "every jump = +5." Then chant the sequence so the rule sticks before the next number.
Number Line Add/Sub (Skip-counting hops are the same physical motion as add/sub on a number line.) Open /grade-2/numberlinejump to start that topic's missions.
Inquiry-based learning starts with a question, not a formula — students explore, hypothesize, and verify before being told the rule. In Inquiry AI, every mission opens with a "Discovery" step (manipulate the model), then "Abstraction" (write the equation), then "Reflect" (apply to a new case). The procedure is never given upfront; learners derive it from their own observations.
Yes. Every mission, handbook page, and topic hub is mapped to a specific CCSS code (visible in the page header). The curriculum follows the CCSS coherence map: Grade 1 number sense → Grade 3 multiplicative thinking → Grade 6 ratio reasoning, with each grade building strictly on the prior year's foundations.
