Skip Counting Caterpillars
The 'Skip Counting Caterpillars' are easily modified by removing individual skip counts. They can be played by individual students, in maths rotations or even as a whole class activity.
Learning goals
- We are learning to count in ones, twos, fives and tens, to and from 100.
- We are learning to explore number sequences by twos, threes, fives and tens from any starting point.
- 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 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 identify, explain, and use the properties of odd and even numbers in different situations.
Curriculum alignment
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M2A02
9
Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
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
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
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
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
VC2M3N01
2.0
Identify, explain and use the properties of odd and even numbers
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 VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays 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 VCMNA088 Count collections to 100 by partitioning numbers using place value 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 zeroAustralian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Remove the number patterns that are too difficult for the student, keeping only the ones, twos and fives.
Extensions
Move on to play 'Skip Count Match Up'
Teach it your way
Finding related resources…
Finding related resources…