Counting in multiples of two, five, ten
I can use my knowledge of skip counting forwards and backwards in 2s, 5s, 10s when solving problems.
Counting in multiples of two, five, ten
I can use my knowledge of skip counting forwards and backwards in 2s, 5s, 10s when solving problems.
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Lesson details
Key learning points
- When skip counting in twos, we say, 2, 4, 6, 8, 10 …
- When skip counting in twos from any given number, we can see this as two more or two less than the odd or even number.
- When skip counting in fives, we say, 5, 10, 15, 20, 25 …
- When skip counting in tens, we say, 10, 20, 30, 40, 50 …
Keywords
Skip counting - Counting in a number that is not 1
Odd number - Any integer that cannot be divided exactly by 2
Forwards - When you count forwards, the number become greater in value.
Backwards - When you count backwards, the number become less in value.
Common misconception
Children miss out numbers when skip counting.
Children could have resources like number lines to refer to when counting. These can be removed once children become more confident.
To help you plan your year 1 maths lesson on: Counting in multiples of two, five, ten, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 1 maths lesson on: Counting in multiples of two, five, ten, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
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The assessment exit quiz will test your pupils' understanding of the key learning points.
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Explore more key stage 1 maths lessons from the Solving problems in a range of contexts unit, dive into the full primary maths curriculum, or learn more about lesson planning.
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Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.There are 10 cherries on each cake. How many cherries are there altogether? Count in tens.
Q2.Which image shows 25 slices of pizza. Count in fives.
Q3.How many cherries can you see? Count them in twos.
Q4.Which numbers will I say when counting in fives?
Q5.Lucas is practising step counting. Which statements are true?
Q6.Which is the most efficient way to count the number of cups given to children at lunchtime?
Assessment exit quiz
6 Questions
Q1.True or false. When we count in even numbers, we are counting in twos.
Q2.Complete the counting sequences.
9
18
3
4
Q3.Laura and Sam are counting their stickers.
Each sticker is worth 2 points.
How many points do they have altogether?
Q4.Each sticker is worth 10 points. How many points have the children earned?
Q5.True or false. The red stickers and the orange stickers show an equal number of points.
Q6.True or false.
The green stickers show more points than the orange stickers because there are more green stickers than orange.
