Skip Counting by 5
This chart is a simple explanation of skip counting in 5s. 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 recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
- We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
- We are learning to explore number sequences by twos, threes, fives and tens from any starting point.
Curriculum alignment
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M2A03
9
Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving
AC9M2A02
9
Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
ACMNA026
8.4
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
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-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
MA1-CSQ-01
new
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
VCMNA107
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
VCMNA103
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
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
VCMNA108
Recognise and represent multiplication as repeated addition, groups and arrays
VCMNA114
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
VCMNA109
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
VCMNA088
Count collections to 100 by partitioning numbers using place value
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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