Skip counting in 5s to 50

Skip counting in 5s to 50

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Students learn to skip count in 5s in different contexts. They also learn to count the groups of 5 first, and then the remaining objects.

2.NBT.A.2

Explain that it is useful to skip count in 5s because you speed up your counting.

The interactive whiteboard shows images of different amounts. Students must say if the amounts given are correct. If they think it is correct, they must raise their hands, if they think it is incorrect, they must keep their hands on the table. You can ask the students how they count. An example would be to first count in groups and then the remaining objects.

Explain that when you skip count in 5s you always count 5 more. Ask two students to come to the front and to hold out their hands. That way all students can clearly see their fingers. Count aloud in groups of 5, pointing at the students hands. You can also do this together with the students. Ask one of the students in class to raise one hand, and say '5'. The next student must raise a hand and say '10'. Continue asking students in class to raise their hands, saying the next number in sequence until you reach 50. The interactive whiteboard shows the numbers 1-50, and all the numbers for skip counting in 5s are blue. Explain that these are important numbers for skip counting in 5s. Next is a bead string with 45 beads you can count together as a class. You can also do this with 30 fingers. Encourage students to skip count in 5s. First count the groups, and then count the remaining objects.

To check that students can skip count in 5s to 50 you can ask the following questions:

- What's a useful way to count these big numbers?

- Why is it useful to skip count in 5s?

- If you have many groups of 5 and one loose object, which do you count first, and why?

Students first practice skip counting in 5s with images of objects where they answer a closed question. Next students must answer open questions. Encourage students to skip count all possible objects in 5s before counting the remaining objects. Ask students to count out loud as much as possible.

Check that students can skip count in 5s and that they are able to explain that they must count 5 more each time. Emphasize that skip counting in 5s is useful because you speed up your counting. Check that students know how to skip count in 5s bt doing the exercise on the interactive whiteboard together. Students must drag the correct amount of bank bills to create the correct amounts and count out loud as they do so.

Students who have difficulty will continue to count objects 1 by 1. Encourage them to count in groups of 5 by practicing out loud together and by saying the number line in jumps of 5 together. Also encourage them to practice counting on from 5, 10, 15, etc.

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