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

Counting in Multiples of 5

Practicing skip counting in fives, linking to fingers and groups of five objects.

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

About This Topic

Counting in multiples of five strengthens early number sense by helping Year 1 students recognise patterns in the number system. They practise skip counting from zero: 0, 5, 10, 15, and so on, while linking the sequence to concrete references like the five fingers on one hand or groups of five objects such as pencils or sweets. This builds fluency and differentiates it from counting in ones, addressing key questions from the National Curriculum's Number and Place Value strand.

In the Autumn Term unit on Number Sense and Place Value, this topic lays groundwork for understanding tens and place value, as multiples of five often align with numbers ending in 0 or 5. Students analyse patterns, such as every number being five more than the previous, and construct sequences confidently. These skills support later work in addition, subtraction, and multiplication tables.

Active learning shines here because physical actions and manipulatives make abstract patterns concrete and fun. When children clap rhythms, hop on number lines, or bundle objects into fives, they internalise the sequence through movement and touch, boosting retention and engagement far beyond rote memorisation.

Key Questions

1. Analyze the pattern when counting in fives.
2. Construct a sequence of numbers counting in fives starting from zero.
3. Differentiate counting in fives from counting in ones.

Learning Objectives

• Identify the pattern of increasing by five when counting sequentially.
• Construct a number sequence by adding five repeatedly, starting from zero.
• Compare the number of steps taken when counting by fives versus counting by ones to reach a target number.
• Calculate the next number in a sequence when counting in multiples of five.

Before You Start

Counting to 20

Why: Students need to be able to count individual items and recognize numbers up to 20 before they can skip count in fives.

Recognizing Numbers 0-20

Why: Familiarity with the numerals themselves is necessary to identify and place numbers in a counting sequence.

Key Vocabulary

Multiple of five	A number that can be divided by five with no remainder. When counting in fives, we say these numbers.
Skip counting	Counting forward by a specific number, such as counting by fives: 0, 5, 10, 15.
Sequence	A set of numbers that follow a specific order or pattern, like counting in fives.
Group of five	A collection containing exactly five items, often used to visualize counting in fives.

Watch Out for These Misconceptions

Common Misconception

Counting in fives means adding one each time, like ones counting.

What to Teach Instead

Students often default to sequential counting habits. Hands-on bundling activities reveal the 'five jump' pattern visually, as grouping objects shows skips clearly. Peer teaching in pairs reinforces the difference through shared explanation.

Common Misconception

Sequences must always start at five, not zero.

What to Teach Instead

Some children overlook zero as a multiple. Number line games starting from zero, with physical markers, build inclusive sequences. Group discussions help them justify why zero fits the pattern.

Common Misconception

Numbers like 20 are 'twenty ones', ignoring the five-times structure.

What to Teach Instead

This stems from unit counting dominance. Manipulative bundles and finger models connect to place value early. Collaborative skip counting chants solidify the multiple relationship.

Active Learning Ideas

Finger Band Skip Count

Children hold up one hand to represent five, chanting multiples of five while tapping fingers sequentially: 5, 10, 15. Extend by using both hands for tens. Pairs take turns leading the chant and checking each other's accuracy.

15 min·Pairs

Object Bundle Hunt

Provide collections of small items like buttons or sticks. In small groups, students bundle into groups of five, then skip count the bundles aloud. Record the total on mini whiteboards and compare sequences.

25 min·Small Groups

Floor Number Line Relay

Mark a floor number line from 0 to 50 in fives with tape. Teams relay race by hopping to the next multiple, calling it out on landing. Switch directions to practise backwards counting.

30 min·Small Groups

Five-Penny Shop

Set up a role-play shop with items costing multiples of five pence. Individually or in pairs, children count out exact change using pretend coins, verbalising the skip count sequence.

20 min·Pairs

Real-World Connections

• Shopkeepers often group items like pencils or sweets into packs of five. Counting these packs by fives helps them quickly determine the total number of items.
• Many clocks show numbers from 1 to 12. When telling time, we count the minutes by fives around the clock face, starting from the 12 (0 minutes).

Assessment Ideas

Quick Check

Show students a number line marked with only 0 and 10. Ask them to place the next two numbers in the counting-by-fives sequence on the line. Observe if they correctly place 5 and 15.

Exit Ticket

Give each student a card with a picture of 3 groups of 5 fingers. Ask them to write the total number of fingers shown by counting in fives. Then, ask them to write the next number in the sequence after their total.

Discussion Prompt

Ask students: 'If you count your fingers on one hand, you get five. If you count the fingers on two hands by ones, you get ten. How many groups of five fingers are there on two hands? How is counting by fives different from counting by ones?'

Frequently Asked Questions

How does counting in multiples of five fit into Year 1 Number and Place Value?

It directly supports KS1 standards by developing fluency in counting sequences beyond ones, analysing patterns, and constructing multiples from zero. This prepares pupils for place value understanding, as fives highlight tens structures, and links to practical skills like grouping in real contexts such as sharing or money.

What active learning strategies best teach counting in fives?

Movement-based activities like hopping on floor number lines or clapping rhythms while chanting multiples engage kinaesthetic learners and make patterns memorable. Pair bundling of objects into fives provides tactile reinforcement, while relays add competition to practise forwards and backwards. These approaches outperform worksheets by building confidence through immediate feedback and peer collaboration, with 80-90% retention gains in early number fluency.

How can I differentiate counting in fives for varying abilities?

For lower attainers, start with concrete finger models and songs; for higher, extend to 100 or backwards from 50. Use bundles for visual support and challenges like 'how many fives in 35?'. Small group rotations allow tailored pacing, ensuring all grasp patterns before abstract tasks.

What resources work well for skip counting in fives?

Everyday items like sticks, coins, or fruit serve as manipulatives for grouping. Visual aids such as hundred squares highlighted in fives or printed number lines aid pattern spotting. Songs like adapted nursery rhymes and free apps with audio chants reinforce orally, while mini whiteboards track progress during activities.