teaching resource

Skip Counting Worksheet — Counting by 2, 5 and 10

Updated: 19 Jul 2022

Practise counting by 2, 5 and 10 with this skip counting worksheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Curriculum

VC2M1N03

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
VC2M1A01

Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens <ul> <li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li> <li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li> <li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li> <li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li> <li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li> </ul>
VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>

teaching resource

Skip Counting Worksheet — Counting by 2, 5 and 10

Updated: 19 Jul 2022

Practise counting by 2, 5 and 10 with this skip counting worksheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Practise counting by 2, 5 and 10 with this skip counting worksheet.

Skip Counting Worksheet

Are your students learning how to skip count by 2, 5 and 10? These numbers are typically the first intervals students learn to skip count. After practising this skill, why not give them a chance to show what they know! This maths worksheet can be a homework assignment, reteaching worksheet, or assessment to add to your skip counting unit.

This double-sided worksheet includes four different skip counting charts to fill in. Students have an opportunity to skip count by 2, 5 and 10. Each skip counting chart begins with a different number for students to practise this skill. To complete this activity, students will look at the given numbers, fill in the missing blanks, and then circle which number they skip counted by.

An answer key is included with your download to make grading fast and easy!

Tips for Differentiation + Scaffolding

In addition to independent student work time, use this worksheet as an activity for:

Guided maths groups
Lesson warm-up
Fast finishers
Homework assignment
Whole-class review (via smartboard).

If there are students who need additional support, invite them to complete this activity in a 1-on-1 setting or with a small group. Additionally, provide students with a hundreds chart to help them with this worksheet.

For students who need a bit of a challenge, encourage them to create a list of numbers and skip count by a more challenging number, such as 3, 4 or 6.

🖨️ Easily Download & Print

Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource.

To save paper, we suggest printing this 2-page worksheet double-sided.

Turn this teaching resource into a sustainable activity by printing on thick card and slipping it into a write and wipe sleeve. Students can record their answers with a whiteboard marker, then erase and reuse them.

Additionally, project the worksheet onto a screen and work through it as a class by having students record their answers in their notebooks.

This resource was created by Lauren Blankenship, a Teach Starter Collaborator.

Don’t stop there! We’ve got more activities to shorten your lesson planning time:

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Curriculum

VC2M1N03

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
VC2M1A01

Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens <ul> <li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li> <li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li> <li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li> <li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li> <li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li> </ul>
VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>

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