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

Counting in Multiples of 2

Exploring skip counting in twos as an efficient way to count pairs of objects.

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

About This Topic

Patterns in the number system introduce Year 1 students to the logic and predictability of mathematics. This topic focuses on identifying sequences, such as counting in 2s, 5s, and 10s, which is a core requirement of the National Curriculum. By recognizing these patterns, children begin to move away from counting by ones and start to see numbers as organized structures. This is the first step toward algebraic thinking and multiplication.

Understanding patterns helps students make predictions and solve problems more efficiently. For example, knowing the pattern of 10s allows a child to navigate a 100-square with ease. It also builds confidence, as students realize that math follows rules that they can discover. This topic comes alive when students can physically model the patterns using rhythmic movements, colored blocks, or interactive number grids.

Key Questions

1. Explain how counting in twos helps us count faster.
2. Predict the next number if we are counting in twos.
3. Justify why counting in twos is useful for counting socks or shoes.

Learning Objectives

• Identify pairs of objects and count them by twos.
• Calculate the total number of objects when counting in multiples of two.
• Explain why counting in twos is more efficient than counting by ones for even-numbered sets.
• Predict the next number in a sequence when counting by twos.

Before You Start

Counting to 20

Why: Students need a secure understanding of counting individual objects up to at least 20 before they can efficiently count in multiples.

Number Recognition (0-20)

Why: Recognizing the numerals in the counting sequence is essential for identifying the pattern when counting in twos.

Key Vocabulary

pair	A set of two things that are used together or are regarded as a unit, such as a pair of socks.
multiple	A number that can be divided by another number without a remainder. For example, 4, 6, and 8 are multiples of 2.
skip counting	Counting forward or backward by a number other than one. Counting in twos is a type of skip counting.
even number	A whole number that is divisible by two. Numbers that can be made by counting in twos are even.

Watch Out for These Misconceptions

Common Misconception

Patterns only go forwards

What to Teach Instead

Students often struggle to continue a pattern backwards (e.g., 10, 8, 6...). Use physical 'stepping stones' on the floor to practice moving both ways along a sequence to show the pattern is consistent.

Common Misconception

Missing the 'rule'

What to Teach Instead

Children might see a sequence like 2, 4, 5 and think it's a pattern just because numbers are increasing. Use hands-on towers of blocks to show that the 'jump' between numbers must always be the same size.

Active Learning Ideas

Inquiry Circle: Pattern Detectives

Give small groups a sequence of numbers with one missing (e.g., 2, 4, _, 8). Students must use Numicon or blocks to build the sequence, identify the 'rule', and find the missing number to complete the pattern.

20 min·Small Groups

Think-Pair-Share: Rhythmic Counting

Pairs create a physical action for a skip-counting pattern, such as clapping on every second number. They perform their 'pattern dance' for the class, who must then guess if they are counting in 2s, 5s, or 10s.

15 min·Pairs

Gallery Walk: 100-Square Art

Provide large 100-squares where students have colored in different patterns (e.g., all numbers ending in 5). Students walk around the room to identify which skip-counting pattern each 'artist' was following.

15 min·Whole Class

Real-World Connections

• Shoe stores often display shoes in pairs, and staff count inventory by twos to quickly determine the total number of shoes.
• A tailor or seamstress counts buttons or fabric pieces in twos when assembling garments like shirts or trousers, as these items often come in pairs or are used in sets of two.

Assessment Ideas

Quick Check

Present students with a collection of paired objects, such as 6 pairs of crayons. Ask: 'How many crayons are there in total? Show me how you counted them.' Observe if they count by twos or group them into pairs first.

Exit Ticket

Give each student a card with a picture of 5 pairs of socks. Ask them to write the total number of socks and one sentence explaining how they figured it out. For example: 'There are 10 socks because I counted by twos.'

Discussion Prompt

Hold up two identical objects, then four, then six. Ask: 'What pattern do you see in the numbers of objects I am showing? Why is counting these pairs faster than counting each one separately?'

Frequently Asked Questions

Why do Year 1 students need to learn skip counting?

Skip counting in 2s, 5s, and 10s is the foundation for multiplication and division. It also helps children recognize patterns in the number system, making it easier for them to calculate mentally and understand place value.

What are the best hands-on strategies for teaching number patterns?

Using concrete materials like beads, blocks, or Numicon is highly effective. Active learning strategies, such as creating 'human number lines' or rhythmic clapping games, help students internalize the 'jump' between numbers. When students physically experience the pattern, they are more likely to remember the sequence and understand the underlying rule.

How can I help a child who struggles to see patterns?

Start with visual patterns using colors or shapes (Red, Blue, Red, Blue) before moving to numbers. Once they understand the concept of a repeating rule, translate it into numbers using a 100-square so they can see the visual 'shape' the pattern makes.

Is it important to count in 3s in Year 1?

The National Curriculum specifically mentions 2s, 5s, and 10s for Year 1. While some children may be ready for 3s, it is better to ensure they have a deep, fluent understanding of the primary patterns first, as these relate directly to our base-10 money and time systems.