Foundations of Mathematical Thinking · 2nd Year · The Power of Place Value · Autumn Term

Counting in Twos, Fives, and Tens

Students practice skip counting forwards and backwards from various starting points.

• NCCA Curriculum Specifications
• NCCA: Primary - Number
• NCCA: Primary - Understanding and recalling facts

About This Topic

Counting in twos, fives, and tens builds number sense by helping students recognise patterns in multiples. At second year level, they skip count forwards and backwards from different starting points, such as 4, 6, 8 or 15, 20, 25. This practice strengthens recall of number facts and reveals relationships between numbers, like how 10, 20, 30 connect to place value tens.

In the NCCA Primary Number strand, this topic supports understanding and recalling facts within The Power of Place Value unit. Students see how skip counting groups numbers efficiently, laying groundwork for multiplication and division. Regular practice from various starts prevents rote memorisation and encourages flexible thinking about number sequences.

Active learning shines here because physical movement and collaborative games make abstract patterns concrete. When students hop along number lines or pass objects in rhythm while chanting sequences, they internalise rhythms kinesthetically. These approaches boost engagement, correct errors through peer feedback, and turn repetition into play, ensuring lasting fluency.

Key Questions

1. What are the next three numbers when you count in twos: 4, 6, 8, ...?
2. Can you count in fives from 5 all the way to 50?
3. How many tens are in the number 60?

Learning Objectives

• Calculate the next five numbers when skip counting forwards by twos, fives, or tens from a given starting point.
• Demonstrate counting backwards by twos, fives, or tens from a specified number within 100.
• Identify the number of groups of ten within a two-digit number by skip counting.
• Compare the sequence of numbers generated by counting in twos versus counting in tens.
• Explain the pattern observed when skip counting by fives, relating it to the digit in the ones place.

Before You Start

Counting to 100

Why: Students need a solid foundation in counting sequentially to build upon with skip counting patterns.

Number Recognition

Why: Identifying numbers is essential for understanding the starting and ending points of skip counting sequences.

Key Vocabulary

Skip Counting	Counting forward or backward by a number other than one, such as counting by twos, fives, or tens.
Multiple	A number that can be divided by another number without a remainder; for example, 10, 20, and 30 are multiples of ten.
Sequence	A set of numbers that follow a specific pattern or rule, like the numbers you get when skip counting.
Place Value	The value of a digit based on its position in a number, such as the tens place or the ones place.

Watch Out for These Misconceptions

Common Misconception

Skip counting works only forwards from zero.

What to Teach Instead

Many students overlook backwards counting or non-zero starts. Hands-on number line activities let them physically reverse direction, building bidirectional fluency. Peer teaching in pairs reinforces flexible application across sequences.

Common Misconception

Twos, fives, and tens have no connection to each other.

What to Teach Instead

Students may treat sequences in isolation, missing shared patterns like ending digits. Group chants and visual bead strings highlight repeats (e.g., 0 or 5), with discussions clarifying links to place value through collaborative sorting.

Common Misconception

Counting in tens skips single digits entirely.

What to Teach Instead

Confusion arises from visualising tens as whole jumps without units. Relay games with ten-frames show composition, and active manipulation helps students verbalise and correct while grouping objects dynamically.

Active Learning Ideas

Chant Circle: Skip Count Rounds

Form a circle with students standing. Leader calls a starting number and count (e.g., twos from 10), and the group chants forwards then backwards around the circle. Switch leaders every sequence. Record chants on chart paper for reference.

25 min·Whole Class

Number Line Hop: Fives and Tens

Draw giant number lines on the floor with tape. Pairs take turns hopping forwards and backwards in fives or tens from random starts, calling numbers aloud. Switch roles after 10 hops and note patterns observed.

30 min·Pairs

Bead String Relay: Twos Race

Provide strings and beads in small groups. Teams skip count in twos to string matching beads (e.g., 2,4,6), racing to 20 then backwards. Discuss why patterns repeat and extend to larger numbers.

35 min·Small Groups

Card Flip Game: Mixed Counts

Create cards with starts and counts (e.g., 'Fives from 25'). In pairs, flip cards, skip count aloud three steps forward/backward, and check with mini whiteboards. Tally correct sequences for points.

20 min·Pairs

Real-World Connections

• Cashiers at a supermarket often count money in tens or fives to quickly total purchases or make change.
• Athletes timing laps in a race might count by twos or tens to keep track of their progress.
• Organizing items into groups of five or ten is common in classrooms for distributing materials like pencils or worksheets.

Assessment Ideas

Quick Check

Write a number on the board, for example, 35. Ask students to write the next three numbers when counting forward by fives. Then, ask them to write the previous three numbers when counting backward by fives. Observe student responses for accuracy in applying the pattern.

Exit Ticket

Provide students with a card that says: 'Count in tens from 20 to 70. How many tens are in the number 50?' Students write their answers and show their skip counting sequence on the back.

Discussion Prompt

Pose the question: 'If you were counting a pile of 40 coins by twos, how many groups of two would you have? How is this different from counting them by tens?' Facilitate a brief class discussion, encouraging students to explain their reasoning using skip counting.

Frequently Asked Questions

How do you teach skip counting in twos, fives, and tens to second years?

Start with familiar rhymes like twinkle-twinkle for twos, then extend to fives with finger counts and tens using dimes or base-10 blocks. Practice mixed sequences daily in short bursts. Visual aids like hundred charts mark paths, and oral rehearsals build confidence before written tasks.

What are common errors in counting in fives backwards?

Students often subtract five instead of jumping to previous multiples, like 25 to 20 instead of 20. Use descending hopscotch or bead removal to model correct paths. Immediate feedback in pairs during games corrects paths quickly and shows pattern consistency.

How does skip counting link to place value in NCCA curriculum?

Skip counting in tens directly shows grouping by tens, as in 60 having six tens. Fives connect halves of tens, and twos build even numbers. Activities with place value mats reinforce how sequences reveal digit patterns, aligning with Primary Number strand goals.

How can active learning improve skip counting skills?

Active methods like floor number lines, rhythmic chants, and object relays engage multiple senses, making patterns memorable. Movement aids retention for kinesthetic learners, while group work provides instant peer correction. These reduce anxiety around numbers and increase fluency through joyful repetition, outperforming worksheets alone.