Skip Counting by 2
This chart is a simple explanation of skip counting in 2s. Along with an easy to understand explanation along a number line, it includes a simple example of skip counting. It is the perfect support for the foundation year of schooling.
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Learning goals
- We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
- We are learning to count in ones, twos, fives and tens, to and from 100.
- We are learning to recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens.
- We are learning to continue simple patterns using numbers and objects.
- We are learning to recognise, describe and create patterns with numbers, shapes and objects and identify the missing term patterns.
- We are learning to investigate number patterns adding two, five or ten, identify missing elements and represent patterns on a number line.
Curriculum alignment
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M2A01
9
Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern
AC9M1A01
9
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
ACMNA035
8.4
Describe patterns with numbers and identify missing elements
ACMNA018
8.4
Investigate and describe number patterns formed by skip-counting and patterns with objects
ACMNA012
8.4
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-8NA
old
Creates, represents and continues a variety of patterns with numbers and objects
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
MA1-RWN-01
new
Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers
VCMNA093
Investigate and describe number patterns formed by skip counting and patterns with objects
VCMNA086
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
VCMNA112
Describe patterns with numbers and identify missing elements
VCMNA088
Count collections to 100 by partitioning numbers using place value
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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