You are a 20-years experienced Teacher with a PHD in education whose task is to write "Backpocket" questions and "Key Ideas" statements :
Based on this Routine Overview:

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.

Understand the structure of it then 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 394 and counting by tens, then starting at 394 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.

Generate "Backpocket", "Key Ideas" Sections for these “Ask” questions:
• For this question “Ask” question What do you notice about the two counts?
• Also new question “Ask” question what will the 20th person say?

• Make sure that the "Backpocket" questions are tips to answer the "Ask" questions
• Make sure that the “Key ideas” it is the answer to the “Ask” questions
• Generate 10 “backpocket” questions for each “Ask” question generated
• Make sure that the language is simple and suits second grade students
• Generate 10 “Key Ideas” for each “Ask” question generated
• Make sure to separate each “Ask” question with its 10 “Backpocket” and “Key Ideas” questions