Lesson video

Hello everyone.

Welcome back to another maths lesson with me, Mrs. Pochciol.

As always, I can't wait to learn lots of new things and, most importantly, have lots of fun.

So let's get started.

This lesson is called Skip Counting in 2s, 5s, and 10s, and it comes from the unit Solving Problems in a Range of Contexts.

By the end of this lesson, you should be able to use your knowledge of skip counting forwards and backwards in 2s, 5s, and 10s when solving problems. Let's have a look at this lesson's keywords.

Skip counting, odd, forwards, and backwards.

Let's practise them.

My turn, skip counting, your turn.

My turn, odd, your turn.

My turn, forwards, your turn.

My turn, backwards, your turn.

Fantastic.

Let's have a look at today's lesson's outline.

In the first part of our learning, we're going to be skip counting in twos.

And in the second part of our learning, we're going to be skip counting in fives and tens.

Let's get started with the first part of our learning; skip counting in twos.

Let's go.

In this lesson, you're going to meet all of our Oak children, Izzy, Laura, Lucas, Sofia, Aisha, Sam, Andeep, Jacob, Alex, and Jun.

They're all going to be helping with our learning today.

After a very busy but wonderful day at Oak Academy, it's time for the children to go home.

Let's see if the children can find any maths in their usual end-of-the-day routines.

I'm sure they will.

Mr. Acorn asked the children to line up for the cloakroom.

Each child has an even number that they call out to check everyone is there.

Two, four, six, eight, 10, 12, 14.

Oh dear, Laura's forgotten her number.

Can we help her, anyone? What number do we think Laura is going to be? I should remind her that you will be two more than 14.

Two more than 14 is 16.

Well done, Laura.

18.

20.

Well done, everybody.

You are all here.

Wait? Jacob has just realised that counting in even numbers is the same as counting in twos.

Well done, Jacob.

As the children come back in from the cloakroom, Mr. Acorn counts them back in to make sure they're all here.

He starts with 20 and counts back in twos to check that all the children are back, because remember 20 was the total number before they left.

So let's see if they all return.

20, 18, 16, 14, 12.

Oh, what's gonna be next? 10, eight, six.

What's next? Four and two.

Zero.

Well done.

They all returned back from the cloakroom.

Well done, guys.

A really easy way to practise your skip counting.

Maybe you could try this in your classroom.

So which of these numbers would Mr. Acorn say when he is skip counting in twos? 20, two, three, 15, and 16.

Pause this video and have a think.

Which of those numbers would Mr. Acorn say when he's skip counting in twos? Is there any that you know he wouldn't? Why wouldn't he? Pause this video and come on back once you've got an answer.

Welcome back.

I hope you've done some really good thinking there.

Of course, 20, 2, and 16 are all even numbers so they are made from groups of two.

So Mr. Acorn would say these if he was skip counting in twos.

So what about 3 and 15? 3 and 15 are odd numbers because they have the odd one at the top.

So Mr. Acorn would not say these numbers because they're not in groups of two.

So he would never say them if he's counting in twos.

Well done, Jacob.

Thanks for your help there.

Let's see what's next for the children in their hometime routine.

Before hometime, the children go to their end of the day assembly.

Andeep is today's line leader for all of his hard work, so he gets to start the line.

The children then line up in pairs behind him.

Can we help the children count in the line before they leave? We know that Andeep is number one because he is our line leader.

If we add another pair, what number will they be? We are in pairs, so we need to say what two more than one is.

Well done, Sofia.

So Jun, what number are you going to be? Three, well done.

Another pair, five.

Another pair, six, seven.

Seven.

Well done, Lucas.

I love how you used your counting on strategy there 'cause you weren't sure.

Wait, now we are counting in odd numbers.

Well done, Jacob.

Nice of you to realise that.

So what number are you and your partner going to be? One, three, five, seven.

What's the next one Jacob? Nine.

Well done, Jacob.

11, well done Alex, very quick there.

Two more than 11 will give us the next odd number.

So what number will you and your partner be Laura? 13, well done.

15.

And finally Aisha, 17.

Well done, you were counting in odd numbers.

Because Andeep was the single line leader at the front and the rest of the children were adding pairs we were counting in our odd numbers.

So well done for spotting that, Jacob.

Let's have a practise of this.

So remember odd and even numbers all have a difference of two.

So can you complete the sequences below using your knowledge of skip counting in twos.

The first thing you need to do is look very carefully as to what the pattern is.

What is your sequence? Are we looking at odd numbers? Are we looking at even numbers? Are we going forwards or are we going backwards? There's a few things for you to think about there.

So pause this video and have a go at trying to fill in the missing numbers and come on back when you're ready to see how you've got on.

Welcome back.

I hope you've done lots of thinking there and exploring these sequences.

Let's see how we've got on.

Laura's here to help us.

Laura knows that odd and even numbers have a difference of two.

So when we skip count in two we can think of this as two more or two less each time.

Well done Laura.

We can see in A, that we are counting forwards in even numbers.

So we can think of this as two more each time.

12, 14, 16, what would be two more? 18 and 20.

Well done if you got those two missing numbers.

Now Laura, let's have a look at B.

In B we can see that they are odd numbers; 15, 13 and 11.

So we know we're working with odd numbers, but we can also see that we are counting backwards in twos because our number is getting smaller.

We can think of this as two less each time.

So 15, 13, 11, what's that next number going to be? Nine, seven.

And finally, two less than seven.

Five, well done.

Well done if you got that, 'cause it is a bit trickier to count backwards.

I definitely have to think about that a lot more.

And let's have a look at C.

What are you thinking Laura? Laura notices that they're all odd numbers again, but this time we are counting forwards.

Our number is increasing, three, five, seven.

Ooh, could we use one of the previous questions to help us here? I can see five and seven, so what would be next? Nine, 11 and 13.

You may have noticed that you could have used B to help you with C.

Well done if you spotted that little trick there, and well done if you completed all of the three sequences.

Okay, then over to you for task A to continue practising this skip counting in twos.

Part one is to find some objects around you that you can count in twos.

You might want to count things that already naturally come in twos.

It might be some mathematical resources, it might be eyes, it might be ears, it might be shoes, it might be bike wheels, whatever you can see around you that you might naturally count in twos.

Or if you can't find any of those things you could count things that we can put into groups of two or we can label as two.

So it might be that you throw things into a basket and each thing that gets into the basket is worth two points, so then you can count in your twos.

It might be cubes, it might be anything from outside or mathematical resources inside your classroom.

Whatever you want as long as you are practising counting in twos.

The second part of this problem is to collect a number of objects, then count in twos from that number.

You could count anything that you find around you.

So collect a few, take that number and start your counting from twos from there.

It's just gonna help us to practise counting from different points and it may also then mean that we're counting in odd numbers and sometimes in even numbers.

So have a go at those two little tasks there and come on back when you are ready to continue with the lesson.

Enjoy.

Welcome back.

I hope you had so much fun counting in your twos and exploring all the things around you.

Let's see how the children got on with their counting in twos.

Aisha and Izzy decided to use the point scoring tally to practise their counting in twos.

Each beanbag that they scored in the basket was worth two points.

So let's see how they got on.

First one in, so Izzy starts off the count, two points.

Four, six.

They're very good at this, aren't they? Eight, 10, I think they've done this before.

And 12, well done girls.

They scored 12 points from that activity and they practised their skip counting.

It's win-win.

Let's have a look at what some children did for part two of the task.

Jun collected some leaves from outside the classroom.

He found three, so that was his starting number.

He started his count from three.

He then collected more from around the playground and counted them in twos.

So we start from three, two more is five, seven, nine, 11, 13, 15.

Well done Jun.

Jun has decided that he has 15 leaves.

I love how he started there from three and counted on, but because he started with three, which is an odd number, all of his count was in odd numbers.

I wonder if you found any of your problems led you to count in odd numbers.

Well done for completing that task.

Let's have a look at the next part of our learning.

So now we've skip counted in twos.

We are going to skip count in fives and tens.

Let's get going.

After assembly, Mr. Acorn asks all the children to sit in their places before he lets them line up for hometime.

He counts them to check that all the children are at their tables.

Each table has five children on it.

So let's count them.

Should we help Mr. Acorn? five, 10, 15, 20, 25, 30.

Well done, all 30 children have made it back from assembly.

Well done guys.

Mr. Acorn now sends the children to line up one table at a time and asks the children to practise their backwards counting.

There are 30 children all together, so they're going to start their count from 30 and we're gonna count back each table that disappears.

Are we ready? 30, 'cause they're all still there.

The first table goes 25 left.

Another table goes, how many now? 20.

Another table.

15 left.

10.

Five, and zero.

All the children have gone to line up now.

Well done some really good backwards counting.

Let's practise this.

So can we complete these sequences using our knowledge of skip counting in fives? Just like before, remember to check is it going forwards or backwards when we are counting in our fives.

Do not fall into that trap.

Pause this video and come on back when you're ready to see how you've got on.

Welcome back.

I hope you enjoyed counting in fives.

I think counting in fives is one of my favourite things to do.

Laura, can you help us out again with our questions? We can see that in A, we are counting forwards in fives, so we can see this as five more each time.

So let's have a look.

15, 20, 25, 30, 35.

Well done If you've got those two missing parts.

Now let's have a look at B.

What did you notice with B, Laura? We can see that we're counting backwards.

Oh yes, I can see 45, 40, 35.

My number is getting less each time.

And we can think of this as five less each time.

So let's have a look, 45, 40, 35.

So I want five less than 35.

So that must be 30.

Five less, 25.

Five less, 20.

Well done if you've got those correct.

You're right Laura, when we skip count in fives, we see that each number always ends in a five or a zero.

Look, 15, 25, 30, 20, they've all got fives or zeroes.

Laura's also noticed that there are tens when we're skip counting in fives.

Look at that, 20, 30, and 40.

Wow, I wonder if you noticed that when you were counting.

Let's see what the children are up to now then.

Before they leave, the reward monitors add in the new points that the children earn from assembly to their class charts.

Wow, look at all those Headteacher Awards.

They must have been really good at assembly.

Six children earned a Headteacher's Award at assembly.

Each sticker is worth 10 points.

So how many points will the children be adding today, hmm? Each sticker is worth 10.

So we can skip count in our tens.

Are we ready? 10, 20.

What would be next? 30, 40, 50, and 60.

Well done, thanks for helping me there.

Six stickers have earned the children 60 points, so Sam now adds them onto their total.

Sam adds the rewards to the chart to find the new total.

They already have three stickers on their chart from this week, so that's 30 points already.

We're now going to add the six that we earned today.

Sam suggests that she's going to start her count at 30 and count in her tens to add the new stickers on.

Do you think we can help her? So 30 is our first one.

We add another one, 40, 50, 60, 70, 80, 90.

What's their new total? Their new total is 90 points from the Headteacher's Award.

Goodness me, they are doing really well, aren't they? Okay then over to you.

Can you count how many points the children have collected from Headteacher awards each day so far this week? So you can see Monday, Tuesday, and Wednesday, they have earned their stickers.

Sam just needs a little bit of help to write the totals.

A little reminder there from Sam.

"Remember that each sticker is worth 10 points, so it will be efficient to count in your tens." Lovely tip there, Sam.

Pause this video and have a go.

Welcome back.

I hope you did some great counting in tens there.

Maybe you even earned your own Headteacher's Award for all of your hard work.

Let's have a look then.

10, 20, 30, 40, 50.

Monday they earned 50 points with their stickers, well done.

Let's have a look at Tuesday.

I think this is a quick and easy one, isn't it? There's only one sticker, so that must be how many points? 10, well done if you've got that one.

Let's have a look at Wednesday.

Sam says that she can see four without counting, so she knows that this score is 40.

Well done if you've got those three correct.

Mr. Acorn now asks the children to line up for hometime.

He thinks that they need to practise their skip counting in tens a little bit more.

So Mr. Acorn asks the children to start at 100 and count back as they join the line.

Sofia starts the line.

She gets the easy number of 100.

Let's see how they get on with counting backwards.

Who's going to be next? Jun, 90.

What number's going to be next? 80, and next? 70.

Next one? 60, 50, 40, 30, 20.

And finally Izzy? 10.

Well done.

Let's just quickly recap that countdown from a hundred.

We ready? 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, and what's the final number? Zero home time! Well done to the Oak children.

This is something that you might like to try with your friends to practise your skip counting.

Let's get on with task B then.

The first part of your task is to collect 50 points.

Now how are we gonna do that? Your job is to collect high fives from your friends.

Each high five will earn you five points.

Keep track of your score after each high five until you reach 50.

Once you reach 50, you have to shout "50." Alex, Jacob and Jun will show you how it's done.

Alex and Jun high five and they both count "Five." Next one, Alex is on his second high five, so he now counts "10," but Jacob is still on his first, so he counts "Five." Once you have done it forwards, you might also want to try this game counting backwards from 50.

Part two of our task is to practise your skip counting in tens.

Can you help the children to find the number of points they collected each day last week? So just like we did in one of our checks, you need to counting your tens or not, if you can efficiently do it without counting to work out how many points they scored each day.

Remember, each headteacher sticker is worth 10 points.

Pause this video, have a go at part one and part two and come on back when you're ready to continue with the lesson.

Welcome back.

I hope you had lots of fun counting to 50 and collecting those high fives and also working out how many points the children earned last week from their Headteacher Awards.

Let's have a look at how Alex continued his game of high fives.

Where is he? There he is.

15, 20, 25, 30, 35, he's nearly there.

40, 45, you need one more? 50.

Well done, Alex, you did it.

Alex and his friends now count backwards in fives.

Let's see how he gets on.

50, 45, 40, 35, 30, 25, 20, 15, 10, 5, one more, Alex.

Zero! Well done Alex and his friends.

I hope you enjoyed playing that game as much as Alex and his friends did.

Part two then, let's have a look at how many points the children collected last week.

Sam suggested that she put her finger on each sticker to make sure that she counted them accurately.

You may have used a different strategy, but let's see how you got on.

Monday, they earned 60 points.

Let's look at Tuesday, I can see three.

So 30 points.

Wednesday, there's a lot there.

I might skip count those.

10, 20, 30, 40, 50, 60, 70, 80 points.

Wow, a really busy day for them on Wednesday, 80 points.

Ooh, let's look at Thursday.

There are no stickers here, so this day was no points.

Ooh, not a very good day for the Oak class there.

And Friday, let's count them 10, 20, 30, 40, 50, 60, 70 points.

Well done for completing that task.

Let's have a look at what we've learned today.

When skip counting in twos, we say 2, 4, 6, 8, 10, and so on.

When skip counting in twos from any given number, we can see this as two more or two less than the given odd or even number.

When skip counting in fives, we say 5, 10, 15, 20, 25, and so on.

We see this as five more or five less each time.

When skip counting in tens, we can say 10, 20, 30, 40, 50, and so on.

We can see this as 10 more or 10 less each time.

Thank you for joining me with your learning today.

Remember, skip counting can happen everywhere, so keep your eyes peeled for all opportunities to get practising.

I can't wait to see you all again soon to do some more learning.

See you soon, goodbye.