Counting in multiples of two, five, ten

Maths

In this unit pupils will consolidate their knowledge of the value of different denominations of coins. They will solve simple problems practically involving addition and subtraction of money of the same unit. In the future unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will consolidate their knowledge of the value of different coins. They will solve simple problems practically involving addition and subtraction of money in the same unit.

Solving problems in a range of contexts

True or false. When we count in even numbers, we are counting in twos.

Laura and Sam are counting their stickers.
Each sticker is worth 2 points.  
How many points do they have altogether? {{ }}

Each sticker is worth 10 points. How many points have the children earned?

True or false. The red stickers and the orange stickers show an equal number of points.

True or false. 
The green stickers show more points than the orange stickers because there are more green stickers than orange.

There are 10 cherries on each cake. How many cherries are there altogether? Count in tens.

Which image shows 25 slices of pizza. Count in fives.

How many cherries can you see? Count them in twos.

Which numbers will I say when counting in fives?

If I count in odd numbers, I will say 11 

Lucas is practising step counting. Which statements are true?

Which is the most efficient way to count the number of cups given to children at lunchtime?

This lesson will soon be taken down.

Counting in multiples of two, five, ten

Lesson outcome