Mathematics · Grade 1

Active learning ideas

Skip Counting by 2s, 5s, and 10s

Active learning helps students see the structure of numbers rather than memorize sequences. When children move, sort, and chant while skip counting, they connect movement to mathematical patterns. These kinesthetic and visual experiences build confidence in counting large groups and solving real-world problems efficiently.

• Ontario Curriculum Expectations
• 1.NBT.A.1
• 1.OA.C.5

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Placemat Activity
• 30 min · Small Groups

Hundred Chart Hop: Small Groups

Draw a large hundred chart on the floor with tape. Groups take turns hopping by 2s, 5s, or 10s from start, naming numbers aloud. After each path, discuss the pattern traced. Switch sequences for next group.

Analyze what patterns you notice on a hundred chart when we count by tens.

Facilitation Tip

During Hundred Chart Hop, have students physically hop on numbers to reinforce the rhythm of skip counting.

What to look for

Give students a hundred chart with some numbers missing. Ask them to fill in the missing numbers by skip counting by 5s. Then, ask: 'What do you notice about the numbers you filled in?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 02

• Placemat Activity
• 25 min · Pairs

Coin Skip Count Sort: Pairs

Provide pairs with play coins (nickels, dimes). Partners sort and count by 5s or 10s into piles, recording totals on charts. Compare piles and predict adding one more coin. Share efficient strategies with class.

Justify when it is more efficient to count by a group rather than by ones.

Facilitation Tip

In Coin Skip Count Sort, model how to group coins by 2s, 5s, or 10s before sorting to prevent miscounting.

What to look for

Pose the question: 'Imagine you have 30 shoes. How would you count them using skip counting? Which number would you skip count by and why?' Listen for students' reasoning about using 2s.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 03

• Placemat Activity
• 20 min · Whole Class

Chant and Clap Patterns: Whole Class

Students stand in a circle. Teacher leads chant by 2s with claps on evens, then 5s with jumps, and 10s with snaps. Pause for predictions on next numbers. Record class predictions on board.

Predict what the next number will be if you are skip counting by 5s and the last number was 35.

Facilitation Tip

For Chant and Clap Patterns, clap twice for each count by 2s and clap once for each count by 5s to make the rhythm tangible.

What to look for

Call out a starting number and a skip counting number (e.g., 'Start at 20, skip count by 10'). Have students write the next three numbers in the sequence on a mini-whiteboard. Review responses to gauge understanding.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 04

• Placemat Activity
• 15 min · Individual

Bead String Sequences: Individual

Give each student pipe cleaners and beads. String beads in groups of 2, 5, or 10, counting aloud as they add. Label ends with starting and ending numbers, then trade to extend patterns.

Analyze what patterns you notice on a hundred chart when we count by tens.

Facilitation Tip

With Bead String Sequences, ask students to verbalize each jump as they move beads to build number sense.

What to look for

Give students a hundred chart with some numbers missing. Ask them to fill in the missing numbers by skip counting by 5s. Then, ask: 'What do you notice about the numbers you filled in?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach skip counting by connecting it to real objects students can group, such as coins or beads. Avoid starting with abstract rules. Instead, let patterns emerge naturally through repeated exposure. Research shows that students who physically manipulate objects while counting develop stronger number relationships and retention.

Students will identify skip counting patterns on the hundred chart and use them to count efficiently. They will explain why grouping by 2s, 5s, or 10s makes counting faster than counting by ones. Peer discussions and hands-on materials will help them justify their reasoning with clear examples.

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Watch Out for These Misconceptions

• During Hundred Chart Hop, watch for students who assume all numbers in a skip counting sequence end in 5.

  Have students trace the path of counting by 5s on the hundred chart with a marker, circling each number and noting the alternating endings of 0 and 5 to correct the pattern.

• During Coin Skip Count Sort, watch for students who believe skip counting can only go forward.

  Invite pairs to sort coins by 5s forward and backward, using landmarks like 50 to anchor the sequence and compare the two directions.

• During Bead String Sequences, watch for students who think skip counting skips numbers entirely.

  Ask students to count the total beads on their string after grouping by 2s or 5s to show that all numbers are included, just grouped for efficiency.

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Methods used in this brief

• Placemat Activity