Counting in Twos, Fives, and Tens

Active learning turns abstract number patterns into concrete experiences. When students chant, move, and manipulate objects, they internalise skip counting as a rhythm rather than a rule. These activities make patterns visible and tactile, helping learners connect multiples to real-world counting tasks like grouping objects or handling money.

• 2nd Year
• Foundations of Mathematical Thinking
• 4 activities
• 20 min–35 min

Learning Objectives

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

Round Robin

⏱ 25 min·Whole Class

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.

Prepare & details

What are the next three numbers when you count in twos: 4, 6, 8, ...?

Facilitation Tip: Chant Circle: Begin with a slow, steady pace and gradually increase speed, modeling how to listen and echo accurately as a group.

Setup: Chairs in a circle or small group clusters

Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet

• Remember
• Understand
• Analyze
• Relationship Skills
• Self-Management

Round Robin

⏱ 30 min·Pairs

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.

Prepare & details

Can you count in fives from 5 all the way to 50?

Facilitation Tip: Number Line Hop: Place masking tape markers on the floor to reduce distractions and ensure clear jumps of 5 or 10 units.

Setup: Chairs in a circle or small group clusters

Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet

• Remember
• Understand
• Analyze
• Relationship Skills
• Self-Management

Round Robin

⏱ 35 min·Small Groups

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.

Prepare & details

How many tens are in the number 60?

Facilitation Tip: Bead String Relay: Assign specific starting points on the string so each team practices different sequences without confusion.

Setup: Chairs in a circle or small group clusters

Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet

• Remember
• Understand
• Analyze
• Relationship Skills
• Self-Management

Round Robin

⏱ 20 min·Pairs

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.

Prepare & details

What are the next three numbers when you count in twos: 4, 6, 8, ...?

Facilitation Tip: Card Flip Game: Use a timer to keep rounds short and focused, then rotate roles so all students get turns calling and responding.

Setup: Chairs in a circle or small group clusters

Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet

• Remember
• Understand
• Analyze
• Relationship Skills
• Self-Management

Teaching This Topic

Teachers should balance rote practice with purposeful reasoning. Avoid rushing to abstract symbols like 2 + 2 + 2 = 6 before students can explain why 2, 4, 6, 8 skips by twos. Use backward counting and non-zero starts early to build flexibility. Research shows that pairing movement with auditory patterns strengthens memory, so incorporate chants alongside physical actions whenever possible.

What to Expect

Students will confidently count forwards and backwards in twos, fives, and tens from any starting point without hesitation. They will explain how these sequences relate to place value and use skip counting to solve simple grouping problems. Peer discussions will show they can articulate patterns, not just recite numbers.

Watch Out for These Misconceptions

Common Misconception

During Chant Circle, watch for students who only count forward from zero or assume the sequence always starts at the beginning.

What to Teach Instead

Pause the chant after each round and ask a student to start from a new number, such as 12 or 25, to reinforce varied starting points and reverse directions.

Common Misconception

During Bead String Relay, watch for students who see twos, fives, and tens as unrelated sequences without noticing shared endings.

What to Teach Instead

After the race, gather students to sort bead groups by color and pattern, then ask them to explain why sequences like 10, 20, 30 and 5, 10, 15 both end in zero.

Common Misconception

During Number Line Hop, watch for students who skip over single digits when counting in tens, treating the sequence as whole jumps without units.

What to Teach Instead

Have students physically place ten-frames on each jump, saying aloud 'one ten, two tens' to connect the count to place value understanding.

Assessment Ideas

Quick Check

After Chant Circle, write a starting number like 23 on the board and ask students to write the next three numbers when counting forward by fives and the previous three when counting backward by fives, then pair-share their answers.

Exit Ticket

During Card Flip Game, collect each student’s final card and check if they correctly counted forward by tens from 20 to 70 and identified how many tens are in 50, noting any missteps in sequence or place value links.

Discussion Prompt

After Bead String Relay, pose the question: 'If you counted 40 coins by twos, how many groups would you have? How is this different from counting by tens?' Listen for explanations that connect group size to skip counting patterns and place value.

Extensions & Scaffolding

• Challenge students to create their own skip counting sequence on a blank number line and teach it to a partner.
• For struggling learners, provide sticky notes to label each jump on the number line, then remove them as confidence grows.
• Deeper exploration: Ask students to record how many ways they can group 30 items using twos, fives, or tens, and compare the efficiency of each method.

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.