Skip Counting Multiples

Overview

Students learn skip counting as a multiplication strategy. They practise counting by 2s, 5s, and 10s using number lines and physical counting to support understanding of multiplication facts.

Learning intentions

• Students will be able to skip count forward by 2s, 5s, and 10s from different starting numbers.
• Students will use a number line to represent equal jumps and connect these to multiplication.
• Students will solve simple multiplication situations by thinking in “groups” and “jumps.”
• Students will explain their counting strategy using appropriate mathematical language.

Success criteria

• I can skip count by 2s, 5s, and 10s accurately.
• I can show equal jumps on a number line and describe how I counted.
• I can match a skip-counting pattern to a multiplication sentence (as a strategy).
• I can check my answers by continuing the pattern or using another method.

Curriculum links

• Multiplication as repeated addition and equal groups.
• Representing and describing patterns using number lines and counting sequences.
• Using visual models to support computation and reasoning.
• Mathematical communication: explaining strategies and showing thinking.

Lesson structure (60 minutes)

1. 5 — Warm-up: Pattern pulse Teacher says a start number and a step (e.g., “Start at 3, count by 2”). Students respond chorally, then in pairs, practising three short rounds: by 2s, by 5s, by 10s. Focus on accuracy and stopping at the teacher’s cue.

2. 10 — Mini-lesson: Number line jumps Teacher draws a number line from 0 to 100 (or a shorter range if needed). Model how “count by 5” means 5-unit jumps: land on 0, 5, 10, 15… Connect language: “Every jump is the same size” and “Each landing point is one equal group.” Point out that repeated equal jumps help us multiply.

3. 10 — Physical skip counting (whole class) Students stand. Assign movements for steps:

• By 2s: take two small steps forward each count
• By 5s: take five big steps each count
• By 10s: clap on the tens while moving to the next marker Teacher calls out a start number and students “land” on numbered spots (floor tape markers). Repeat for two rounds each for 2s and 5s; one round for 10s.

4. 10 — Guided practice: Skip-counting cards Students work at desks with sets of cards showing:

• A starting number and a step (e.g., start 7, count by 2)
• A partially filled number line (missing several landings) Task: fill the next 5–8 numbers, then write the related multiplication sentence using the strategy (e.g., “5 jumps of 2” → 2 × 5). Teacher circulates, prompting students to explain their jumps.

5. 10 — Game: Jump and match Set up two stations (or one large shared board if space is limited):

• Station A: number line strips students can hold
• Station B: multiplication “fact” cards (e.g., 2×6, 5×4, 10×3) In small groups, one student picks a multiplication card, the group decides the step and starting number for a suitable match (e.g., 5×4 corresponds to starting at 0 and landing on 20 after four jumps of 5). Students then practise the skip count out loud while another student checks the sequence on the number line strip.

6. 10 — Independent practice: Pattern to multiplication Students complete a worksheet or task sheet with three sections:

• Skip count by 2s from a given start to a target end
• Skip count by 5s from a given start, writing the landing numbers
• Skip count by 10s to complete a multiplication-related prompt (e.g., “Count by 10 to reach 60. How many tens is that? Write a multiplication sentence.”) Encourage students to show their jumps on a number line even if they know the facts.

7. 5 — Exit ticket: Explain and verify Teacher gives each student a short prompt: “Start at 6. Count by 2 until you have made 5 jumps. What number do you land on? Write how you counted.” Students answer on a half-sheet and hand in.

Resources

• Number line visuals on board (0–100) and/or individual number line strips
• Floor tape markers or chalk spots labelled with multiples (e.g., 0, 10, 20, …)
• Skip-counting cards (start number + step + partially completed sequences)
• Multiplication fact cards for 2s, 5s, and 10s
• Student recording sheets with number line diagrams and boxes for answers
• Timer for game rounds
• Coloured pencils or markers for highlighting equal jumps
• Base ten manipulatives or place value blocks (optional for extra support)

Assessment

• Observe during warm-up and physical counting for accuracy and counting order.
• Check guided practice cards/number lines to see whether students use equal jumps correctly.
• Review exit tickets for the ability to land on the correct number and briefly explain the strategy.

Differentiation

• Support: Provide a number line that already highlights the step size (e.g., tick marks every 2, 5, or 10) and fewer jumps (4 instead of 8).
• Support: Allow oral responses first; then students copy only the landing numbers.
• Extension: Use different starting numbers (not only 0) and ask for two equivalent sentences (e.g., connect 2×6 to repeated addition and to jumps).
• EAL/SEN: Offer sentence frames for explanations such as “I counted by ___, so my jumps were ___.” Provide a bank of key words (jump, landing, start, count by).