Counting Along Number Lines

Overview

In this second lesson of the four-lesson unit, students build on previous skip-counting experiences by representing counting in fives as equal jumps on floor and desk number lines. They count forwards and backwards from 0, 5 and other multiples of 5, identify missing numbers and explain the patterns they notice.

Learning intentions

• WALT count forwards in 5s.
• WALT count backwards in 5s.
• WALT show jumps of 5 on a number line.
• WALT find a missing number in a counting sequence.

Success criteria

• I can count forwards in 5s.
• I can count backwards in 5s.
• I can show jumps of 5 on a number line.
• I can find a missing number.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Alignment: challenge and pattern-recognition tasks connected to mathematics learning.
• Number and Algebra: recognising, continuing and describing patterns in sequences, including skip-counting patterns.
• Mathematical communication and reasoning: explaining how equal jumps create a sequence.

Lesson structure (60 minutes)

1. 0–7 min · Hook and revisit. Open with the number-line mystery hook and show a number line with some multiples of 5 covered; ask, “What number might be hiding next, and how do you know?” Students think-pair-share, then orally count forwards in 5s from 0 to 50 and backwards from 50 to 0.

2. 7–17 min · Model equal jumps. Use a large floor number line marked from 0 to 50 and demonstrate stepping from 0 to 5 to 10, saying each number clearly; then model travelling backwards. Students predict the landing number before each jump and describe each move as “5 more” or “5 less”. Return to the equal-jumps modelling slides to connect each step with a drawn number line.

3. 17–29 min · Human number line. Place students in pairs along the floor number line, with one student as the jumper and one as the checker. Call starting points of 0 or 5 and directions forwards or backwards; students make one jump at a time, say the number they land on and check that the jump is exactly 5. Swap roles regularly. Invite pairs to explain how they know the next number without recounting by ones.

4. 29–40 min · Desk-line partner practice. Distribute the desk number-line practice sheet and provide each pair with a desk number line and pencil. Students draw or trace jumps of 5, complete sequences to 50, and circle missing numbers; partners take turns asking, “What comes 5 after?” and “What comes 5 before?” The teacher works with a focus group, using number lines marked in 5s and repeated oral practice as needed.

5. 40–52 min · Missing-number challenge. Give pairs a small selection of the skip-counting task cards. Students solve the missing-number sequences and use a number line or jumps to justify each answer. Pause midway for a quick class discussion: display one sequence with two possible answers and ask students to prove which answer fits the pattern. Challenge confident learners to begin at 20 or 35 and find numbers 5 before and after.

6. 52–60 min · Plenary and assessment. Reopen the review and reflection slides and ask students to explain why counting in 5s makes equal jumps. Complete the final section of the independent exit questions: write the next two numbers after 25, write the number 5 before 40, and draw one jump of 5 on a number line. Students share one strategy with a partner before handing in their work.

Resources

• the counting-in-fives slide deck
• the desk number-line practice sheet
• the skip-counting task cards
• Large floor number line from 0 to 50 or 0 to 100
• Desk number lines
• Counters or small markers
• Pencils and highlighters
• Open floor space

Assessment

• Listen for accurate oral counting forwards and backwards, noting whether students maintain the sequence without reverting to counting by ones.
• During floor and desk-line work, check that students make equal jumps of 5 and can explain “5 more” and “5 less”.
• Use the independent exit questions to identify students who can continue a pattern, work backwards and represent a jump on a number line.

Differentiation

• Support learners with number lines marked in 5s, a reduced range to 30, starting points of 0 or 5, counters for landing points and repeated oral rehearsal with a partner.
• Provide sentence starters such as “The next number is ___ because I added 5” and “The number before ___ is ___ because I took away 5”.
• For learners needing additional support, allow them to point to each landing number while saying the sequence and work alongside the teacher focus group.
• Extend advanced learners by starting from different multiples of 5, such as 20 or 35, and posing “What comes 5 before or after?” challenges without showing the full number line. Use mixed-direction sequences and ask them to create a missing-number challenge for another pair.
• Support EAL learners with gestures for forwards/backwards, visual arrows and repeated mathematical language. Offer larger print and uncluttered number lines for learners with visual, motor or processing needs.