Counting in Multiples of 10

Active learning turns counting in tens into movement and touch, which strengthens memory for young learners. Kinesthetic and visual activities show children why ten-based counting is faster and more practical than counting ones.

• Year 1
• Mathematics
• 4 activities
• 15 min–30 min

Learning Objectives

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

Ready-to-Use Activities

Carousel Brainstorm

⏱ 25 min·Pairs

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.

Prepare & details

Explain why counting in tens is useful for large numbers.

Facilitation Tip: During Number Line Jumps, stand at the start and model a big, slow hop on each multiple of ten so students feel the rhythm of the pattern.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 30 min·Small Groups

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.

Prepare & details

Predict the next number if we are counting in tens.

Facilitation Tip: When building Tens Frame Towers, ask children to explain how many tens are in each tower before adding the next block to reinforce place value talk.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 20 min·Pairs

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.

Prepare & details

Compare counting in tens with counting in ones and fives.

Facilitation Tip: For Bead String Skip, pause after every ten beads and ask, 'How many beads have we counted so far?' to connect the count to the visual grouping.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 15 min·Whole Class

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.

Prepare & details

Explain why counting in tens is useful for large numbers.

Facilitation Tip: In Chant Circle, begin with a slow, steady rhythm and gradually increase speed while keeping the beat so fluency grows naturally.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Teaching This Topic

Start with objects students can move or see grouped by ten, because concrete representations prevent abstract confusion. Avoid rushing to abstract symbols before children have internalized the quantity of ten. Research shows that young learners grasp skip counting best when it connects to counting actual groups, not just reciting numbers. Keep the focus on the idea that ten is a unit we can count, not just a place holder.

What to Expect

Students will confidently count forward and backward in tens up to 100, explain why grouping by ten is efficient, and recognize multiples of ten in real objects or images. They will also compare counting in tens with counting in fives to build comparative reasoning.

Watch Out for These Misconceptions

Common Misconception

During Tens Frame Towers, watch for students who build towers without grouping ten blocks together or who count each block individually instead of by groups of ten.

What to Teach Instead

Prompt students to circle each group of ten blocks with their finger and say, 'This tower has one ten, two tens,' before counting on. Ask peers to verify the grouping aloud.

Common Misconception

During Number Line Jumps, watch for students who skip the landing spots or count the jumps instead of the numbers they land on.

What to Teach Instead

Have students place a small object on each landing spot (10, 20, 30) as they jump, then say the number out loud before moving forward. Circle back to the objects to reinforce the count.

Common Misconception

During Bead String Skip, watch for students who lose track of how many groups of ten they have counted or who confuse the total with the last bead number.

What to Teach Instead

Pause after every ten beads and ask, 'How many groups of ten is that?' Then point to the beads and count aloud together before continuing. Use a whiteboard to record the running total as you go.

Assessment Ideas

Quick Check

After Number Line Jumps, give students a mini whiteboard and ask them to write the next number after 60 and the number before 80 when counting in tens. Observe if they write 70 and 70 correctly and can explain their choices.

Exit Ticket

During Tens Frame Towers, hand each student three blank ten-frames and ask them to draw 20 as two groups of ten. Collect their frames and check that each group is clearly ten and labeled with the total 20.

Discussion Prompt

After Chant Circle, pose the question: 'If you had 60p in 10p coins, how many coins would you have? Why does counting in tens help you find out faster?' Listen for explanations that mention fewer steps or larger groups, showing understanding of efficiency.

Extensions & Scaffolding

• Challenge: Ask students to count backwards in tens from 100 to 0 or to find the missing number in a sequence like 30, ___, 50.
• Scaffolding: Provide number lines with every five marked to help students see the halfway points between tens.
• Deeper exploration: Introduce counting in tens starting from any number (e.g., 23, 33, 43) to build flexibility beyond the decade boundaries.

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.