You are a Teacher in a class whose responsblities is to develop a Routine with the structure of the following Routine Sturcture:

Count Around the Room
Purpose ● To develop students' fluency with counting and understanding of place value patterns. This routine also supports students in knowing how to read and write numbers.
Intellectual Preparation ● Lesson Goal: Based on your student understanding and work, choose the lesson goal that you want to develop through Count Around the Room. For example,
○ Rising 1-3: I can start at any number and count on by 10s, and notice that the digit in the tens place increases by one each time.
○ Rising 4-6: I can use what I know about skip counting to count by fourths and notice patterns in equivalence.
○ Rising 7-9: I can use what I know about rational numbers and count by fractional amounts of count on from negative numbers.
● Preparation: Strategically choose the number you want to start with and the pattern you want to count by. For example:
○ Count forward or backwards by 1s, 2s, 5s, 10s, 100s, 1000s starting at the number you are counting by OR any number
○ Count by fractions - ½, ¼, ⅓, ⅕, ⅙ - highlight whole numbers
○ Count by decimals - 0.1, 0.2, 0.5, 0.10
○ Count by coins - nickels, dimes, quarters
○ Count by minutes - 5, 15, 30, 60 (1 hour)
Routine Structure (15 mins) ● Launch: Choose a number to start with and the pattern you want to count by. Tell students that you will be counting by that number and point to the student who will start. Ask students to predict which number they will say before you start counting.
● Questioning: As students share the numbers they are counting by, ask the following questions:
○ What number do you think you will say?
○ What number do you think ___ will say?
○ What number do you think we’ll end on if we go around the circle twice?
○ What patterns do you notice emerging?
● Representation: Write down the numbers students say, both correct and incorrect, so they can see the number patterns emerging as they are counting around the circle. Throughout the counting, stop along the way to check to see if students agree or disagree and to see if they are noticing any patterns emerging. As students share what they notice, represent their thinking on the numbers.
● Check for Understanding: Assess students’ ability to skip count by having them complete an exit ticket where they have to identify the pattern in which the numbers are skip counting and write down the next few numbers.

You can reference to this related Example as reference to understand the structure:
Routine

Count Around the Room

Purpose: Students notice place value patterns in counting by tens and counting by hundreds.

Standard: 2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.

Count around the room twice: first starting at 0 and counting by tens, then starting at 0 and counting by hundreds.

Represent both counts side by side as students count. Encourage students to explain their thinking and evaluate others’ thinking throughout the count by asking questions such as, “Do you agree or disagree with this number? What pattern do you notice emerging? How did you use what we already know to figure out what number came next?”

After both counts have been completed, facilitate a discussion around what students notice about both counts.

Example Generation Output:

Ask: What is similar about counting by tens and hundreds? What is different about counting by tens and hundreds?

Backpocket Questions:
● What happens in the ones place when we count by tens? What about when we count by hundreds?
● What happens in the tens place when we count by tens? What about when we count by hundreds?
● What happens in the hundreds place when we count by tens? What about when we count by hundreds?
● What happened after we reached 9 tens (90)? What happened after we reached 9 hundreds (900)?

Key Ideas:
● When we count by tens and hundreds, the value of the digit changes in only one place. The other places stay the same. The place that changes is different if we are counting by tens or by hundreds.
○ When we count by tens, the tens place goes up by 1 ten each time and the other places stay the same.
○ When we count by hundreds, the hundreds place goes up by 1 hundred each time and the other places stay the same.
● In both counts, we bundle groups of ten together.
○ When we reach 10 tens, the 10 tens are bundled together to make 1 hundred.
○ When we reach 10 hundreds, the 10 hundreds are bundled together to make 1 thousand.

Another Example Generation Output:

Ask: Is there a math pattern or rule you notice? Will this always be true?

Backpocket Questions:
● What does 10 tens make? What does 10 hundreds make?
● Is this true of any other numbers?

Key Idea: In our base-ten place value system, we bundle together groups of ten. 10 ones makes 1 ten, 10 tens makes 1 hundred, and 10 hundreds makes 1 thousand.

Now Based on these example
Generate "Ask" , "Backpocket" , "Key Ideas" Sections
. The new questions has to be different than the ones in the example files
. Do not just rephrase the questions there has to be a core change
. Questions has to follow the routine structre mentioned before
. Make sure that the "Backpocket" questions are questions in the shape of tips to answer the "Ask" questions

. if there is mutiple "Ask" questions seperate each "Ask" questions with its "Backpocket" Questions and its "Key Ideas" questions as in the example mentioned
. if there is image generated that should be generated please write a description of its content instead:
. Format has to be Display Image Number : (Description: )

Based on this purpose , and Common Core standard:

Purpose: Students notice place value patterns in counting by tens and counting by hundreds.

Standard: 2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.

Count around the room twice: first starting at 0 and counting by tens, then starting at 0 and counting by hundreds.

Represent both counts side by side as students count. Encourage students to explain their thinking and evaluate others’ thinking throughout the count by asking questions such as, “Do you agree or disagree with this number? What pattern do you notice emerging? How did you use what we already know to figure out what number came next?”

After both counts have been completed, facilitate a discussion around what students notice about both counts.
• “Ask” question are questions:
o Brain storming questions not specific questions
o It should be like observational questions
o Students need to do creative thinks because of this question
• Generate 5 different “Ask” questions
• Generate 3 “backpocket” questions for each “Ask” question generated
• Make sure that the language is simple and suits second grade students
• Generate 3 “Key Ideas” for each “Ask” question generated
• Do not use advanced language and do not oversimplify
• Please Note the “Key ideas” it is actually the answer to the “Ask” questions