Mathematics · Year 1 · Number Sense and Place Value · Autumn Term

Counting in Multiples of 10

Understanding skip counting in tens, emphasizing its use for larger numbers and place value.

• National Curriculum Attainment Targets
• KS1: Mathematics - Number and Place Value

About This Topic

Counting in multiples of 10 introduces Year 1 students to efficient number patterns and place value basics. Children count aloud in sequences such as 10, 20, 30, 40, up to 100, and learn to predict the next number quickly. They explore why this method works faster for large numbers than counting in ones, and compare it to counting in fives. Real-world links, like grouping 10p coins or tens of fingers, help connect the skill to everyday tasks.

This topic sits within the Number Sense and Place Value unit of the Autumn Term, aligning with KS1 standards for number and place value. Students notice how the tens digit changes while units stay at zero, building intuition for the base-10 system. Regular practice strengthens fluency and prepares children for addition and subtraction of multiples of 10 later in the year.

Active learning benefits this topic greatly because concrete tools make patterns visible and memorable. Grouping counters into tens frames or jumping along giant number lines lets students feel the rhythm of skip counting. These hands-on methods address early gaps in understanding, foster collaboration, and turn repetition into engaging exploration that sticks.

Key Questions

1. Explain why counting in tens is useful for large numbers.
2. Predict the next number if we are counting in tens.
3. Compare counting in tens with counting in ones and fives.

Learning Objectives

• Identify the next number in a sequence when counting in multiples of 10 up to 100.
• Compare the number of steps required to count to 100 by ones versus by tens.
• Explain why counting in tens is a more efficient strategy for larger numbers.
• Predict the result of adding groups of 10 to a starting number within 100.

Before You Start

Counting to 100

Why: Students need a solid foundation in counting individual numbers sequentially before they can skip count.

Number Recognition (0-100)

Why: Students must be able to recognize and name numbers up to 100 to understand the values in the tens sequences.

Key Vocabulary

Multiple of 10	A number that can be divided by 10 without a remainder. These are numbers like 10, 20, 30, and so on.
Skip Counting	Counting forward or backward by a number other than one, such as counting by tens.
Tens Digit	The digit in a number that represents the number of tens. For example, in the number 30, the '3' is the tens digit.
Place Value	The value of a digit based on its position within a number. In multiples of 10, the tens digit's value increases while the ones digit remains zero.

Watch Out for These Misconceptions

Common Misconception

Tens numbers like 20 are completely new, unrelated to smaller counts.

What to Teach Instead

Show 20 as two groups of 10 using counters. Active grouping lets students physically combine tens, revealing the pattern. Peer sharing of builds clarifies place value links.

Common Misconception

Counting in tens skips numbers entirely, ignoring ones.

What to Teach Instead

Use a number line where jumps highlight landing on multiples of 10. Jumping activities make visible that ones are grouped efficiently. Discussion during movement corrects the gap.

Common Misconception

Sequence after 100 is unpredictable or stops.

What to Teach Instead

Extend number lines beyond 100 with blocks. Building and jumping past 100 shows the repeating pattern. Hands-on extension builds confidence in prediction.

Active Learning Ideas

Number Line Jumps: Outdoor Tens Track

Draw a large number line from 0 to 100 on the playground with chalk, marking multiples of 10. Pairs take turns jumping forward in tens from a starting point, calling out numbers aloud. Switch roles after five jumps and record the sequence on clipboards.

25 min·Pairs

Tens Frame Towers: Block Building

Provide base-10 blocks or linking cubes and tens frames. In small groups, children fill frames with 10 blocks to build 'towers' of 10, 20, 30. They count the total and predict the next tower height, then compare to counting individual blocks.

30 min·Small Groups

Bead String Skip: Manipulative Chains

Use bead strings with 10 beads per row. Individually or in pairs, students slide beads to count in tens, stopping at 50 or 100. Discuss patterns observed and predict what comes after 90.

20 min·Pairs

Chant Circle: Rhythm Counting

Form a whole class circle. Leader calls a starting number; class chants and claps in tens around the circle, passing a beanbag. Vary starts like 30 or 50 to practise prediction.

15 min·Whole Class

Real-World Connections

• Cashiers at a supermarket often count money in tens when dealing with large sums or when handling stacks of ten-pound notes.
• Construction workers might count materials like bricks or tiles in bundles of ten to quickly estimate quantities needed for a project.
• Organizing collections of small items, like buttons or beads, into groups of ten helps crafters or students keep track of their supplies.

Assessment Ideas

Quick Check

Show students a number line from 0 to 50 with only multiples of 10 marked. Ask: 'What number comes next after 20?' and 'What number comes before 40?' Observe if students can correctly identify the next or previous multiple of 10.

Exit Ticket

Give each student a card with a starting number (e.g., 10). Ask them to write the next three numbers they would say if they were counting in tens. Then, ask them to draw a picture showing 3 groups of 10 objects.

Discussion Prompt

Pose the question: 'Imagine you have 50 pennies. Would it be faster to count them one by one or by making groups of ten? Why?' Listen for students' explanations that connect the efficiency of skip counting to the number of steps involved.

Frequently Asked Questions

How do you teach counting in multiples of 10 in Year 1?

Start with concrete manipulatives like tens frames and base-10 blocks to group objects visibly. Practise oral counting in chorus, then individually, using number lines for jumps. Link to place value by highlighting the tens column. Regular short sessions build fluency, with comparisons to ones counting to show efficiency. Progress to written sequences and prediction tasks.

What are common misconceptions in counting by tens?

Children may view 10, 20 as isolated numbers or struggle to extend beyond 100. They confuse it with random skipping. Address with visuals like bead strings and group discussions. Concrete models reveal patterns, while movement activities reinforce rhythm and prediction, reducing errors over time.

How can active learning help students master counting in multiples of 10?

Active approaches like number line jumps and building tens towers make abstract patterns physical and fun. Students experience grouping efficiency firsthand, which clarifies place value better than rote memorisation. Collaborative tasks encourage verbalising sequences, boosting retention. These methods engage kinesthetic learners and build confidence through immediate feedback from peers and tools.

Why is counting in tens useful for place value in KS1?

It shows how numbers group into tens, with units as zero in multiples. This previews the base-10 system essential for larger numbers, addition, and subtraction. Activities with real objects link to money or measures, making relevance clear. Fluency here supports mental strategies throughout primary maths.