Tens and Fives Counting

Overview

In this lesson, students practise counting in steps of 5 and 10 (tens) starting from different starting numbers and moving forward and backward. Students will use place value and number facts to make the counting efficient and accurate.

Learning intentions

Students will count forwards and backwards in steps of 5.
Students will count forwards and backwards in tens from any given number.
Students will use number facts to solve simple counting problems.
Students will read and write numbers to at least 100 in numerals and words.

Success criteria

I can count in 5s accurately starting from a number on my card.
I can count in tens from any number, forwards and backwards.
I can spot when a sequence is missing a number and fill it in.
I can write the numbers I count, in numerals and in words, correctly.

Curriculum links

Number — number and place value (Year 2): count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward.
Number — number and place value (Year 2): use place value and number facts to solve problems.
Number — number and place value (Year 2): read and write numbers to at least 100 in numerals and in words.

Lesson structure (13 minutes)

0–2 min · Starter (Quick check). Teacher writes “Start 0: 0, 5, 10, …” on the board and asks: “What comes next?” Students answer chorally, then one student writes the next number.
2–5 min · Model counting in 5s. Teacher chooses a starting number (e.g., 15) and models counting in 5s forwards: “15, 20, 25, 30 …” then backwards: “30, 25, 20, 15 …”. Students repeat the sequence with the teacher, using finger movements to show each step.
5–7 min · Model counting in tens. Teacher shows two arrows on the board: “Start 37 count in tens forward” and “Start 37 count in tens backward.” Teacher prompts students to use place value: “What happens to the tens digit when we add or subtract 10?” and then counts: 37, 47, 57, 67 … and backwards 67, 57, 47, 37 …
7–10 min · Paired practice (Sequence cards). Teacher gives each pair a set of “missing number” sequences for 5s and tens (some start at different numbers). Students fill missing numbers and say the next two numbers aloud to check their partner’s thinking.
10–12 min · Whole-class solve (Place-value problem). Teacher asks two fast questions:

“I start at 25 and count in 5s. What number do I land on after 3 steps?”
“I start at 60 and count back in tens. What numbers do I say next?” Students answer using the sequence and confirm with a quick count-on/back strategy.

12–13 min · Exit ticket (Write and check). Teacher shows an exit task on the board: “Write the numbers: Start 20, count in 5s to 50 (forwards). Write them in numerals and words.” Students complete independently; teacher collects quickly.

Resources

Counting number lines (0–100) or board number line
“Missing number” sequence cards for steps of 5 and tens (forward and backward)
Pair recording slips (for writing numerals and words)
Mini whiteboards or scrap paper for quick answers
Digit/number cards (20, 25, 30 … and tens like 10, 20, 30 …)
Teacher timer for the 2-minute starter segment

Assessment

Observe chorally at the start: do students maintain the step size of 5 and tens?
During paired work, listen for accurate next-step counting and correct missing-number choices.
Exit ticket: check that students can produce the correct sequence and write numbers in numerals and words to at least 100.

Differentiation

Support: provide a partially completed number line with only the 5s or tens marks visible; include sentence stems like “I know it is ____ because I counted …”.
Support: for writing numbers in words, supply a word bank (e.g., twenty, twenty-five, thirty, … up to fifty).
Extension: include a mixed sequence challenge, e.g., “Start at 35: count in tens, then continue in 5s,” asking students to explain where the pattern changes.
EAL/SEN: allow students to demonstrate counting with fingers first, then write; accept verbal answers before requiring written words.

Teaching Instructions