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Counting to 100
One more and one less across the tens. Counting in twos, fives and tens, then in threes, then in tens from any number: 27, 37, 47.
Choose what to practise
Each round is 10 questions, and takes 5 to 10 minutes.
Finished
One more and one less across the tens. Counting in twos, fives and tens, then in threes, then in tens from any number: 27, 37, 47.
Choose what to practise
Each round is 10 questions, and takes 5 to 10 minutes.
Finished
In Year 2, children count forwards and backwards in steps of 2, 3 and 5 from 0, and in 10s from any number. Children first learn to count in 2s, 5s and 10s in Year 1, so counting in 3s is new. They also learn to count in 10s from numbers that do not end in zero, such as 27.
Say the pattern aloud. Counting in 3s gives 3, 6, 9, 12, 15. Counting backwards is a separate skill, so practise it too, for example in 3s from 30 down to 0.
Counting in 10s from 27 changes only the tens digit. The sequence is 27, 37, 47, 57. The tens digit goes up by 1 each time and the ones digit stays at 7.
Watch out for jumping to a multiple of 10. Asked to count in 10s from 27, some children say 30, perhaps because the counts they have met before, such as 10, 20, 30, all ended in 0. Write 27, 37, 47 in a column and ask which digit never changes.
If counting in 3s is still new, practise Counting Patterns, the Year 1 Stretch game that counts in 3s and 4s.
In Year 3, children count from 0 in multiples of 4, 8, 50 and 100, and find 10 or 100 more or less than a given number. Counting in steps builds the foundations for multiplication. When children count in 3s, they say the multiples of 3: 3, 6, 9, 12 and so on.
The next game on the Place Value path is Tens and ones.