Lesson video

Hello, my name's Mrs. Hopper and I'm looking forward to working with you in this maths lesson.

Are you ready to work hard and have some fun as well I hope.

Let's get going and see what we are learning about in this lesson.

So this lesson is all about skip counting in fives, and it's part of our unit on coin recognition and unitization counting in twos, fives, and tens.

So by the end of this lesson, you will be able to skip count in fives going forwards and backwards and notice the pattern in the count.

So we've got two key words in this lesson.

So I'll say them and then it'll be your turn.

So my turn fives, your turn.

My turn, decade number, your turn.

Now, you might have come across those words before, but they're going to be really useful to us in our lesson today.

We're going to be counting in fives and we're going to be thinking about those decade numbers, 10, 20, 30, 40, 50, and so on.

So look out for those in our lesson today.

There are two parts to our lesson.

In the first part, we're going to be counting forwards in steps of five up to 50, and in the second part we're going to be counting backwards from 50 in steps of five.

So let's make a start.

We've got Sam and Jacob helping us with our learning today.

So let's count forwards in fives from zero.

Are you ready? Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Oh, what was happening underneath our number line.

You could see the numbers appearing, but what else was happening? Did you notice a pattern? After every number ending in five, there's a decade number.

Those numbers we talked about, 10, 20, 30, 40, 50 that they have a zero in the ones and the other number tells us how many tens we've got.

So after the ones ending in five, there's a decade number.

And after every decade number, there's a number ending in a five.

So zero, five, 10, 15, 20, 25.

After 30, our decade number we've got 35.

That's interesting, isn't it? It's a good pattern to spot though.

And did you notice when the number shapes built up underneath, and each time there is an even number of fives.

So two fives, four fives, six fives, eight fives and 10 five, they fit together to make tens.

And you can see underneath our number line, we've got lovely blocks of tens, each of them made up of two five.

We can see this pattern when we count in fives up to 50 on a 100 square.

So shall we have a look and count? Let's count in fives.

five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

I wonder if you can see how the pattern would carry on.

We are just stopping at 50 in this lesson.

Each number is either a decade number or it ends in a five.

So the ones digits follow the pattern zero, five, zero, five, zero, five.

Let's look at this pattern on a Gattegno chart.

So we've got our ones numbers underneath and our tens numbers, our decade numbers on the top row.

So let's count in fives and see what happens.

zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

What did you notice about the digits in the numbers this time? So each number is either a decade number or it ends in a five.

So the ones digits follow that pattern.

Zero, five, zero, five.

And if you notice the circles on the Gattegno chart, we either just had a decade number circled or we have that decade number and a five.

So we can see the decade number plus a five, then the next decade number and another five.

And you can see that in the numbers going up by five each time in the row at the bottom of the screen.

Let's look at the pattern on a tens frame.

So we know that we've got 10 spaces on our frame and we've got two rows of five.

(tutor humming) That'll be interesting.

Let's see what happens when we count in fives looking on the tens frames.

So we're going to put counters in to show each five we put in.

So zero, no counters.

So let's count on from zero.

Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Sam says, "Now I can see why I count my decade numbers when I count in fives." Because when we put two fives together, we get a 10 and we get one of those decade numbers.

Each time there is an even number of fives, they fit together to make tens.

So you can see that there are two fives in each of our tens frames.

So when we've got two fives, four fives, six fives, eight fives, and 10 fives, we get our decade numbers, 10, 20, 30, 40, 50.

When we've got an odd number of fives, then we've got an extra five to add in.

So we get our decade number and another five.

Let's count forwards in fives to 50.

Ooh, let's do it in different ways.

Can we do it in a loud voice? Are you ready? Let's start from zero.

So we're gonna start from zero and count.

Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

How loud for you? Oh, let's do it in a quiet voice now.

Can we do it in a real whisper? Are you ready? From zero, let's count.

Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Well done.

Should we do it really slowly, really thinking about the pattern as we are counting.

Thinking about what the numbers look like and thinking about that zero, five, zero, five pattern with our ones.

Are you ready.

From zero, really slowly.

So zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

I was really thinking about when my number ended in a five and when it ended in a T sound at the end of my decade number.

So if I think from 20 onwards, there's my decade number.

20, 25, 30, 35.

So I can hear the pattern in the way I say my numbers as well.

Right, we've done it slowly.

Can we do it quickly? I wonder how fast we can do it.

Are you ready? From zero, let's count.

Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Were you that quick or did you beat me? I wonder if we could do it by whispering the numbers with a five at the end and shouting the decade numbers.

I wonder how that would go.

Whispering the five, shouting the decades.

Let's try a little bit.

Zero, five, 10, 15, 20, 25, 30.

Oh, I wonder if you could do that.

Maybe you could do it the other way round as well.

Lots of different ways that you can practise counting in fives using different voices.

So the children are playing, Guess My Number.

Let's play along with them.

Which number is hidden? So this is the game they're playing.

They've hidden a number.

They've got to work out which number is hidden.

Sam says, "I will count in fives to find out." What, that would work, wouldn't it? She could count up from zero and find out which number is missing.

Jacob says, "You could think of the number pattern to help you." Ooh, can you remember that pattern we were just talking about? So 20 is a decade number.

So the next number must end in a five.

Do you remember we said that after every decade number there was a number ending in a five.

The pattern in the ones digits went zero, five.

So it must end in a five and it's going to be five more than 20.

So it is 25.

Which number is hidden now? Can you think of the pattern to help you? What's the number before it? (tutor humming) It's 35, and 35 ends in a five.

So it must be a decade number next and it must be the decade number 40.

Let's have a look.

It's, it is.

Yes, we were right.

It was 40 that was missing.

Time to check your understanding.

Which numbers are missing from this count in fives.

There are two numbers this time.

So pause the video and see if you can use the pattern to work out which numbers are missing.

How did you get on? Did you use the pattern to help you? So 10 is a decade number.

That's the one before the first missing number.

So the next number must end in a five.

And the next number ending in a five when we counting fives is 15.

And we were right, it was 15.

What about the next one? (tutor humming) 25 is the number before it when we count and 25 ends in a five.

So it must be the decade number 30 next.

It must be a decade number and after 25 we get to 30.

Fantastic, well done if you use the pattern to get those right.

And did you maybe count to check as well? So we can count in fives from different starting points.

We don't have to start at zero.

So point to the number I say and we'll count forwards in fives up to 50 from that number.

So can you point to 30? We're going to start our count at 30 and we count.

35, 40, 45, 50.

Excellent, well done.

So we started from 30 and counted all the way up to 50 counting in fives.

This time let's start our count at 15.

Can you point to 15 on the hundred square? It's got a little purple square around it here.

So we start our count at 15 and we count.

20, 25, 30, 35, 40, 45, 50.

Well done, that's great counting.

Maybe you could practise that starting at some different numbers With a five or a decade number and counting up to 50.

Time to check your understanding.

Have a go at counting forward in fives from 25 up to 50.

So there's 25, we start our count at 25 and we count, pause the video and do the count.

How did you get on? Should we do it together? We start our count at 25 and we count, 30, 35, 40, 45, 50.

Excellent, well done.

Great counting in fives.

Oh, now Sam's been counting in fives but has made some mistakes.

Can we help to correct them? Let's help her.

Let's count with her to see.

Zero, five, 10, 20, 25, 30, 35, 40, 45, 50.

Did you spot where there was a mistake? Can you have a look and think about the pattern as well? There's the mistake.

We've got two decade numbers next to each other.

We've got 10 and 20.

That would work if we were counting in tens, wouldn't it? Ah, that's right.

She'd missed out 15, hadn't she? So let's just check that bit at the beginning.

Zero, five, 10, 15, 20, 25, 30, 35, 40, 45, 50.

All the way to 50.

That's right, she'd missed the number out, hadn't she? So when counting in fives after a decade number, there must be a number ending in five.

Sam had got 10 and then 20, she'd missed out 15.

So, when we're counting in fives, which of the following are correct? So we're trying to find the ones that are correct.

Is it a, is it b, is it c? Is it more than one of them? Pause the video and work out which ones are correct.

How did you get on? Did you spot that b was correct? 20, 25, 30, we can see that zero, five, zero pattern.

And c was correct.

35, 40, 45.

Five, zero, five.

But in a we had five, 10, 20, and we had five, zero, zero.

That's not the right pattern, two decade numbers together.

I think that was Sam's mistake, wasn't it? Well done if you got those right.

Time for you to do some practise.

We're going to count forward in steps of five, but there are some missing numbers.

So for part one, you've got five number tracks there.

Can you complete them counting in fives and fill in the missing numbers? And for the second part, some numbers have been dropped.

Can you put them back in order from the smallest to the largest? So the smallest number first and then all the way up to the largest.

Pause the video, have a go and then we'll talk about the answers together.

How did you get on? Let's have a look at the counting in fives and putting in the missing numbers first.

So for part one in a, we started with five, 10 so we can carry on counting.

Five, 10, 15, 20, 25, 30, well done.

For b, we started at 20.

So we had 20, 25, 30, 35, 40, 45.

So for part c, we've got some gaps at the beginning of our count.

I can see 25 there, so I know I've got to start with a number smaller than 25.

I'm gonna start with 15 and see if that works, should we try? 15, 20, 25, 30, 35, 40, 45.

Excellent, well done.

d, we've got lots of gaps there, haven't we? So it's gonna be interesting to see where we should start.

Let's start with five and see if that works.

Five, 10, 15, 20, 25, 30, it did work.

Okay, let's have a think about e, then Again, we've got lots of gaps, but we are going a bit higher here with 35.

So I think I might start at 15, let's try.

15, 20, 25, 30, 35, 40, 45.

Oh, that was good.

I wonder if you had a couple of different starts to get you there.

Sometimes, getting the wrong number first just helps us to get the right number the next time.

But well done if you filled in all those gaps.

So for part two, the numbers had been dropped and we had to put them back in order starting with the smallest.

So let's have a look at the numbers, which is the smallest number there? I think it's 15, isn't it? So let's put 15 in and then arrange our numbers.

So we've got 15, 20, 25, 30, 35 and 40.

Well done if you've got all of that right? Good thinking and good counting in fives.

Let's move on to the next part of our lesson.

So in the second part of our lesson, we're going to be thinking about counting backwards in steps of five from 50.

So we can count backwards in fives.

So we're going to start at 50 and count backwards.

Are you ready? 50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

What did you notice when we counted backwards? So this time the patterns are sort of the other way round.

Before every decade number, there's a number ending in five.

And before every number ending in five, there's a decade number.

So it's that same pattern, but just in reverse.

We can count back in fives from 50 on the 100 square as well.

So let's start at 50 and count backwards.

We start at 50 and we count.

45, 40, 35, 30, 25, 20, 15, 10, five.

Did you notice the pattern again? Each number is either a decade number, one of those 10, 20, 30, 40, 50 numbers, or it ends in a five.

Five, 15, 25, 35, 45.

So the ones digit follow the pattern zero, five, zero, five.

Let's look at the pattern on the Gattegno chart.

So again, we've got our decade numbers on the top row and we've got our ones numbers on the bottom row.

So let's think about counting in fives on the Gattegno chart.

Look at the pattern.

We're going to count backwards from 50.

So 50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

Did you notice what happened? Sometimes we needed two of the rings to show the number on the Gattegno chart.

And when it was a decade number, we just needed one ring.

Apart from when we got to five and then we only needed one as well, didn't we? So what did you notice about the digits in the numbers this time? We've got that ones digit following the pattern zero, five, zero, five.

Let's count backwards in fives from 50 in different ways.

Can we do it in a loud voice? Are you ready? We're gonna start at 50.

50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

How loud were you? Were you louder than I was? Let's do it in a quiet voice this time.

Counting backwards from 50.

Are you ready, whispering? 50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

I wonder how quiet you were.

Were you quiet as mice? Can we do it really slowly? And again, let's really think about the pattern.

Think about when we say the number that ends with a T for our decade number, or when we say the number that ends with a five for our fives number.

Think about that pattern that we've seen in the ones digits.

The zero, five, zero, five.

So let's count backwards from 50 slowly thinking about the pattern.

50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

Did you think about the pattern as we counted slowly? Let's finish off by counting quickly.

Okay, are you ready? How quick can we be counting backwards from 50? Are you ready? 50, 45, 40, 35, 30, 25, 20, 15, 10, five, zero.

Did you beat me back to zero? I wonder.

You could try thinking about counting loudly and then quietly for the different numbers, maybe you are allowed for the decade numbers and quiet for the numbers with a five.

So 50, 45, 40, 35.

Lots of different ways you could count and think about the pattern while you're counting.

Sam is counting backwards in fives and arranging cards to show the pattern.

So she's started there, she's got her 50 and her 45.

Let's help her to order the rest of the numbers.

Are you ready? Think about the pattern as we do it.

So we've got 50, 45, 40, 35, 30, 25, 20, 15, 10, five and zero.

And you see the pattern really clearly there, can't you? We can count backwards in fives from different starting points.

We don't have to start at 50 when we count backwards.

So point to the number I say and then we'll count backwards in fives from that number back to zero.

So can you point to 35? So we start our counts at 35 and we count.

30, 25, 20, 15, 10, five, zero.

Great counting, let's start in a different place.

Let's start our count at 45.

Can you point to 45? Well done.

So we start our count at 45 and we count 40, 35, 30, 25, 20, 15, 10, five, zero.

Great counting.

Time to check your understanding.

You're going to count backwards in fives from 40 back to zero.

So there's 40.

We start our count at 40 and we count, pause the video and have a go at counting.

How did you get on? Should we count together? We start our count at 40 and we count, 35, 30, 25, 20, 15, 10, five and zero.

Well done, great counting.

Oh, now Sam's made a mistake counting backwards in fives.

Can we spot the mistake? Let's help her find it.

So let's count with her.

Let's start at 50 and count backwards.

So 50, 45, 40, 45, 30.

I don't think that sounded quite right, did it? Can you spot what was wrong there? (tutor sighs) Where did that 45 come from? I think Sam's forgotten that she was counting backwards.

She started counting backwards and then counted up again.

That's right, it needed to be 35, didn't it? Let's just do that count again.

50, 45, 40, 35, 30, that's right.

If we're counting backwards, our number's not going to get bigger, is it? And when we count backwards in fives, the number said after a decade number must have fewer tens than the decade number.

So we had 40 and then we've got to have a number with fives, but we can't have 45, it's got to be one 10 less.

So it's got to be three tens, 35 this time.

So we are counting backwards in fives again.

Can you spot which of the following is correct? So we're looking for the right answer this time.

Is it a, is it b or is it c? Pause the video and see if you can find the correct way of counting backwards in fives.

How did you get on? Did you spot the one that was correct.

That's right, it was a, wasn't it? 50, 45, 40? We can see the pattern there.

So what happened in b.

b said 35, 30, 20, we got two decade numbers together, but we don't have that when we count in fives, do we? And c was 30, 35, 20.

Ah, that was that mistake that Sam had made, wasn't it? That when we count backwards from a decade number, we do have a number with a five, but our tens numbers got to be smaller 'cause we're counting backwards and our numbers getting smaller.

Time for you to do some practise now.

You're going to have some strips of paper and you've got two numbers on it and we're going to count in fives from one to the other.

The arrow will tell you whether you are counting from the big number back to the small numbers, so counting backwards, or from the small number up to the big number and counting forwards.

So in this case we've got a strip with 15 and 30, but the arrow is showing us that we're going from 30 back to 15.

So we're counting backwards in fives.

So we'd count backwards in fives from 30 down to 15.

We've got some stem sentences here to help us.

So you're going to use the stem sentence to describe the count to your partner.

So you're going to say I will start my count at 30 and I will count backwards to 15.

And you've got to remember to say forwards if the arrow is pointing in the other direction.

Now there's one extra bit, you'll see another number appear on your strip.

So in this case we've got the number 35.

So the second part of our stem sentence was will I say the number? In this case the number 35.

So our whole question is, I start my count at 30 and I count backwards to 15.

Will I say the number 35? So you need to use the stem sentences to describe what you're doing, do the counting and then explain how you know you are right, whether you will or will not say that number.

So find the strip of paper, decide whether you're counting forwards or backwards, find where you're starting and stopping and is there a number that you might say on the way through? Decide whether you will say it and explain how you know.

Here are the strips of paper.

Find a partner to work with, pause the video and have a go.

So let's have a look at one together.

I will start my count at 30 and count backwards to 15.

Will I say the number 35? Jacob says, "I know I won't say 35 when counting back from 30, because 35 is more than 30 and the numbers counted will be less than 30.

And I'll prove it by counting." Should we count with him? Let's count back from 30.

30, 25, 20, 15.

No, we didn't say the number 35, did we? Let's have a look at one more.

So this time I will start my count at 30 and count backwards to 15.

But will I say the number 25? Aisha says, "I know I will say 25 because it is in between 30 and 15.

I'll prove it by counting." Let's count with her.

30, 25, 20, 15.

We did say the number 25.

I hope you enjoyed playing that game with a partner.

Well done.

And we've come to the end of our lesson on skip counting in fives forwards and backwards.

What have we learned today? Well, we've learned that when counting in fives, each number ends in either a zero or a five.

Each time there is an even number of fives, they fit together to make tens to make our decade numbers.

And we can use the pattern when counting to help us remember the numbers.

Remember that zero, five, zero, five pattern.

Thank you ever so much for your hard work today, I've really enjoyed exploring counting in fives with you and I hope we get to work together again sometime.

Bye bye!.