Counting with Confidence

Overview

In this first lesson of the unit, students practise skip counting by 2s, 5s, and 10s using number lines, partner talk, and short hands-on games. The goal is to build confidence with patterns and help students see how multiplication is built from repeated groups.

Learning intentions

• WALT skip count forward by 2s, 5s, and 10s.
• WALT use a number line to support and check skip-counting patterns.
• WALT explain the pattern using words and actions (e.g., “we add 2 each time”).
• WALT use skip counting to count groups (e.g., 5s groups for making 10, 15, 20).

Success criteria

• I can start at a given number and count up by 2s, 5s, or 10s accurately.
• I can use a number line to help me find the next number in the pattern.
• I can tell how the pattern works (for example, “add 5 each step”).
• I can complete a short skip-counting game without losing the pattern.

Curriculum links

• Number and Algebra: recognising and using number patterns, including skip counting.
• Number Framework: building early ideas of multiplication and division through equal groups.
• Key mathematical practices: using representations (number line, objects), communicating reasoning, and connecting patterns to counting.

Lesson structure (30 minutes)

1. 4 min – Warm-up (call-and-response) Teacher calls “Start at 0, count by 10s!” Students respond together. Repeat quickly for count by 2s and count by 5s, using a steady rhythm. Aim for accuracy over speed.

2. 6 min – Mini-lesson with number lines Draw three number lines on the board (or show prepared cards): one for counting by 2s, one by 5s, one by 10s. Model how to jump to the next number and say the rule aloud (“add 2 each time”). Students choral count while teacher points to each jump.

3. 6 min – Guided practice (whole class) Teacher chooses starting points (for example, start at 1 for counting by 2s; start at 3 for counting by 5s; start at 20 for counting by 10s). Students predict the next two numbers using think time, then count them aloud. Correct misconceptions by revisiting the “jump size” on the number line.

4. 7 min – Group game: Jump, Count, Check Students work in small groups (3–4 groups across the class; pairs inside groups). Each group uses a floor tape number line or a long strip on the desk.

• Player 1 jumps forward by the assigned step (2/5/10).
• Player 2 calls the numbers as they land.
• Player 3 checks by pointing to the number line and confirming the rule (“add 2”, “add 5”, “add 10”). Rotate roles after about 90 seconds so each student leads once.

5. 5 min – Partner worksheet/tiles (independent with support) Students complete a short task: fill in missing numbers in skip-counting sequences on a sheet or with number tiles. Teacher moves around, asking: “What is the jump? How do you know?” Provide support by allowing students to use a personal number line card.

6. 2 min – Exit check (quick assessment) Each student answers one question at the teacher’s desk (or on a mini-whiteboard): “Start at __. Count by __. What is the next number?” Choose a mix of 2s, 5s, and 10s.

Resources

• Floor tape or large paper strip for a class number line (0–50 or 0–100 depending on your group)
• Number line cards for students (one each for counting by 2s, 5s, 10s)
• Number tiles or cards (0–100) for matching sequences
• Short fill-in-the-blank skip-counting sheets (3 sequences per student)
• Counters or small objects for making equal groups (optional, for linking to groups)
• Mini-whiteboards or scrap paper for the exit check
• Timer or visual countdown for rotations

Assessment

• Teacher observation during the group game: accuracy of the next number and ability to state the “jump size”.
• Check the number-tile/worksheet responses: whether missing numbers follow the intended pattern.
• Individual exit question: next-number accuracy when given a starting number and step.

Differentiation

• Support: Provide number-line prompts with the rule already written (e.g., “jump 5 each time”) and reduce range (0–30). Pair students strategically with a confident peer and allow use of a personal number line card.
• Support for SEN: Offer sentence starters for explaining (“We add ___ each time.”). Let students trace the jumps with a finger before counting aloud.
• Extension: Start at larger numbers (e.g., start at 12 for 2s, 25 for 5s, 30 for 10s) or include mixed sequences (“count by 5s, then by 2s”) to see if students track the change in step.
• EAL: Use visual modelling and rehearsed language for “add 2/5/10 each step”. Encourage pointing to the number line while saying the next number.

(No optional extension included.)