Grade 2: Skip Counting

Warm up with a quick recall on the board. Count in groups (2s, 5s, 10s) with a number line or hundred chart, highlighting the pattern in the ones digit. Link 5s and 10s to clocks and money.

Skip counting is counting in steps (2, 4, 6, 8 or 5, 10, 15, 20) instead of by ones. It builds number sense and patterns, and it is the direct runway to multiplication: counting in 3s IS the three times table. Model the method clearly, thinking aloud:

• Start with 2s, 5s and 10s, the easiest patterns and the most useful.
• Count out loud together, then on a number line or hundred square so the jumps are visible.
• Point out the pattern in the ones digit (5s end in 5 or 0; 2s are all even).
• Explicitly connect it to multiplication once secure: 'four jumps of 5 is 20, that's 4 × 5'.
• Practise starting from different points and counting backwards too.

Do the first few questions of the practice worksheet together, one child explaining each step. Check for understanding before releasing the class to work alone.

Students complete the worksheet independently. Hand out the three difficulty levels below so every child works at the right stretch.

Circulate and look for these, they are the usual sticking points:

• Memorising the chant without seeing the jumps, so it doesn't transfer to problems.
• Only ever counting forwards from zero.
• Moving to 3s, 4s and 6s before 2s, 5s and 10s are automatic.
• Losing the pattern partway, especially crossing tens (e.g. 28, 30 skipped) or reverting to counting by ones.

Pull the class back together. Ask one child to explain skip counting in their own words, pose a single check question everyone answers on a mini whiteboard, and name what you will build on next lesson.

Use the independent worksheet as the evidence. A child who can complete it accurately and explain one answer has met the objective; anyone who cannot needs the easier level and a short reteach next session.