GRADE 2 Daily Routines for Building Number Sense
Description
and Examples
Choral
Counting
Implementation Strategies for Getting
Started
In this routine, the class counts aloud a
number sequence all together.
Ideas for choral counting include counting
by ones, tens, fives, twos starting at zero
and then starting at other numbers,
counting by tens starting from 53 or 320,
counting backwards by ones or tens.
Counting
Around a Circle
(Table Group)
Students are in a circle. One student starts
counting from the number that is written
on the card. Go around the circle by having
each student say the next number.
Count from any starting number and you
can change counting pattern so you don’t
always count by 1s. Need to count by 10s
Counting on
Number Lines
Use an open number line to write numbers
on the number line in the counting
sequence. In this case, you will begin
drawing the open number line as students
are counting.
Starting and
Stopping
Counting
The class counts a number sequence all
together, with a starting number and a
stopping number. For example, have the
class count by tens, starting with 26 and
Counting
Type of
Routine
Standards/Concepts
Variations and Questions to Pose
2.NBT.2 Count
Record the numbers as students are counting to
within 1000, skip
help students see and use the patterns. Prior to
count by 2s, 5s, 10s, doing the activity, think about how many numbers
and 100s.
you want to record in a row to help facilitate
2.NBT.8 Mentally
students noticing particular patterns. What do you
+10/+100 to a
notice?
number; -10/-100
Use a number grid or number lines as students are
from a number.
counting to help students see and use the patterns.
2.NBT.2 Count
Variations on this routine include the following:
within 1000, skip
 Count by ones or tens,
count by 2s, 5s, 10s,  Count by ones or tens starting at various numbers.
and 100s.
2.NBT.8 Mentally
To facilitate understanding of the patterns, write
+10/+100 to a
the numbers on the board as students say them.
number; -10/-100
from a number.
Ask a variety of questions to differentiate the level
of difficulty, such as:
 How did you know what comes next?
 Ask students to predict what another student will
count after giving them the counting pattern.
2.NBT.2 Count
within 1000, skip
count by 2s, 5s, 10s,
and 100s.
2.NBT.8 Mentally
+10/+100 to a
number; -10/-100
from a number.
2.NBT.2 Count
Ask questions to facilitate discussion about
within 1000, skip
patterns, such as odd/even patterns:
count by 2s, 5s, 10s,  If we start with twenty-five and count by fives,
and 100s.
what numbers could we stop at?
References Include:
Parrish, S. (2010). Number talks helping children build mental math and compuation strateiges. Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). Number sense routines: building numerical literacy every day in grades K-3. Maine, Maine: Stenhouse Publishers.
McCoy, A.C. (2013). High yield routines. Reston, VA: National Council of Teachers of Mathematics, Inc.
Page 1
GRADE 2 Daily Routines for Building Number Sense
Quick Images and Visuals
Visual Dot
Cards,
Pictures, and
Images
Ten Frames
stopping at 176. In addition to whole class,
this routine works particularly well with
small groups and individual students.
You place dots on cards arranged in various
groups. You can make your dot cards
based on twos, fives, tens, doubles, or the
visual arrangement of dice or dominoes.
You flash the amount quickly, giving
students 3-5 seconds to visualize what they
say. You want students to move from
counting ones to thinking of the dots in
groups. Quantities can be displayed using
the same coloring or in different colors.
Arrangements determine the difficulty for
students with dots grouped in rows and
columns as the easiest, linear is next and
scattered or circular arrangements as the
hardest.
Ten frames are like Visual Dot Cards. The
difference is that you are using the ten
frame and are highlighting the
configuration of the frame. Ten frames can
highlight part to whole relationships,
number decomposition as well as teen
numbers. You can also emphasize
properties such as the commutative
property.
2.NBT.3 Read and
write to 1000,
number names,
expanded notation
2.OA.2 Fluently +/within 20
2.G.1 Recognize and
draw shapes with
special attributes
2.OA.2 Fluently +/within 20
 If we count by twos and start with 1,222, what
numbers could we stop at? Why would the
number need to be even?
Thinking: How many dots did you see? How did
you figure it out? How did you know so quickly?
What did you see?
Perceptual Subitizing: Did you count each dot or did
you see the amount? How many dots? How did
you know?
Visual images should build from number
combinations into groups of equal numbers (arrays
of dots).
Visual images can also include geometric shapes for
students to recreate or describe. Having students
write about what they see in a special figure
informs you about they think about geometric
figures.
Numbers Less Than 10: How did you figure out
how many are there? How many dots are in the
top row? How many are in the bottom row? How
many more are needed to make ten?
Numbers Greater Than 10: How many extra dots
are there? How many dots are in the first ten
frame? How many dots are in the second ten
frame?
References Include:
Parrish, S. (2010). Number talks helping children build mental math and compuation strateiges. Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). Number sense routines: building numerical literacy every day in grades K-3. Maine, Maine: Stenhouse Publishers.
McCoy, A.C. (2013). High yield routines. Reston, VA: National Council of Teachers of Mathematics, Inc.
Page 2
Making Numbers
GRADE 2 Daily Routines for Building Number Sense
Today’s
Number
(variations
include :+/1,
+10/-10,
+100/-100,
next even,
double it,
Today’s number provides students with the
opportunity to think about the relationship
of a number to different situations and
scenarios. Students might use a template
to think about Today’s Number so that they
can also think about relationships such as
one more or one less than Today’s Number.
Be sure Today’s Number is connected to
real world uses. .
Open Number
Sentences
Students are presented with an equation.
They have the opportunity to think about
the equation, to determine whether it is a
true equation or a false equation. When
this routine is introduced, consider using a
number balance as a visual tool for
representing addition equations. Number
Sentences can and should be devised to
highlight and emphasize particular
mathematical ideas. For instances, if your
class is working on developing fluency with
ten facts, equations can be presented such
as: 10 = 7 +2; 6 + 4 = 10; and 9 + 1 = 5 + 5.
2.NBT.2 Count
within 1000, skip
count by 2s, 5s, 10s,
and 100s.
2.NBT.3 Read and
write to 1000,
number names,
expanded notation
2.NBT.5 Fluently +/within 100
2.NBT.7 +/- within
1000
2.NBT.8 Mentally
+10/+100 to a
number; -10/-100
from a number.
2.NBT.2 Count
within 1000, skip
count by 2s, 5s, 10s,
and 100s.
2.NBT.5 Fluently +/within 100
2.NBT.7 +/- within
1000
2.NBT.8 Mentally
+10/+100 to a
number; -10/-100
from a number.
How did you see the number?
What did you notice about this number?
In order to help students understand numbers in
various contexts, ask questions like these:
 When is this number considered a large number?
 When is this number not very much?
 What other ways do you think about ___?
 Today’s Number is how close to 10?
It is important to use statements that include both
true and false statements (some are false below).
Group 1:
Group 2:
6+0=0+6
156 = 100 + 50 + 6
12 – 9 = 3
7 + 80 = 87
5+3=6+3
93 = 9 + 90
Open Number Sentences can also look like this
where students are figuring out the missing part of
the number sentence.
6 + 3 = ___ + 6
6 + 3 = __ + 4
12 = 9 + ___
56 = 50 + ___
___ = 7 + 80
References Include:
Parrish, S. (2010). Number talks helping children build mental math and compuation strateiges. Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). Number sense routines: building numerical literacy every day in grades K-3. Maine, Maine: Stenhouse Publishers.
McCoy, A.C. (2013). High yield routines. Reston, VA: National Council of Teachers of Mathematics, Inc.
Page 3
GRADE 2 Daily Routines for Building Number Sense
Number Lines
Ways to Make
a Number
This is a routine where students are
provided with open number lines. You
provide students with some values on the
number line and they have to estimate the
placement of other values. For example,
you show students an open number line
that includes 10 and 70. You have them
place 20, 60 and 80 on the number line.
Another example might be a number line
that shows 3 and 10 where students have
to place 7 and 0.
After the teacher announces “the target
number”, the students record as many
different representations of the number on
one side of their small paper. Then, after a
few minutes of think and record time,
students are asked to pick their “favorite
way” and put that one on the back of the
same paper (using a large font). The
teacher then collects the ideas (the papers)
on chart paper/board to show all the
different “ways” that were discovered.
Students write as many ways as they can
think of to “make” a selected number.
They might use visuals of the quantity,
equations, models, and so on.
2.NBT.2 Count
within 1000, skip
count by 2s, 5s, 10s,
and 100s.
2.NBT.5 Fluently +/within 100
2.NBT.7 +/- within
1000
2.NBT.8 Mentally
+10/+100 to a
number; -10/-100
from a number.
2.NBT.3 Read and
write to 1000,
number names,
expanded notation
2.NBT.5 Fluently +/within 100
2.NBT.6 Add up to 4
two-digit numbers
2.NBT.7 +/- within
1000
2.NBT.8 Mentally
+10/+100 to a
number; -10/-100
from a number.
2.MD.8 Working
with money
combinations
This routine is open ended and you need to support
students in building open number lines. One way
to do this is by using a base ten rod along the
number line to count by tens. You can also begin
with three ones to students can build a number line
by counting by 10s beginning at 3.
Use a rope and clothes pins to pin a number on a
number line.
Build from empty number lines to use mental math
skills. Begin by asking about values close to halfway
marks to make this assessable for students.
Questions to ask would be: How did you decide
where to place the numbers? What helped you
make your decision?
This routine can be open-ended (just give students
the number and no guidelines) or it can have
constraints (such as, Think of ways to make this
number with three addends).
You can vary the ways you ask students to show the
ways to make the number using the following:
- Place value representation
- Expanded notation
- Number Bonds (Number Mountains)
- Up to 4 Addends
- Commutative Property
References Include:
Parrish, S. (2010). Number talks helping children build mental math and compuation strateiges. Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). Number sense routines: building numerical literacy every day in grades K-3. Maine, Maine: Stenhouse Publishers.
McCoy, A.C. (2013). High yield routines. Reston, VA: National Council of Teachers of Mathematics, Inc.
Page 4
GRADE 2 Daily Routines for Building Number Sense
Data and Calendars
Calendar
Data
Use a real calendar as well as premade
calendars. Integrate in special days and
count days. Notice the days before and the
days after today. Make connections to the
days of the week. Notice the time each day
it is when we do specific events.
Collect data on temperatures, weather,
sunrise time, number of students in class,
sack lunch vs. school lunch, etc. Use the
data to build problems and make graphs.
2.MD.7 Time and
relationships of
time.
2.MD.10 Picture
and bar graphs,
draw and/or
interpret
Patterns: What do you notice about the data?
What does it tell us? What do you think the graph
will look like next month?
Descriptive Questions: What is the most common
temperature this month? How many students will
most likely be here at school tomorrow? How
many students do we think will have school lunch
next week?
References Include:
Parrish, S. (2010). Number talks helping children build mental math and compuation strateiges. Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). Number sense routines: building numerical literacy every day in grades K-3. Maine, Maine: Stenhouse Publishers.
McCoy, A.C. (2013). High yield routines. Reston, VA: National Council of Teachers of Mathematics, Inc.
Page 5