B5 Mathematics · Term 1 Week 3: Counting, Representation & Cardinality

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.6 - Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000

By the end of the lesson, learners can:

Skip count forwards in 500s and 1000s from any given starting number up to 100,000.
Skip count backwards in 500s and 1000s from any given starting number down to 0.
Identify and correct errors in a given sequence of skip counting.
Determine the next three numbers in a skip counting pattern when given a starting point and step size.
Apply skip counting in 500s and 1000s to solve practical problems involving grouping and totals.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation & Cardinality (1.1)
Content standard: B5.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,000
Indicator: B5.1.1.1.6 - Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Suggested placement: Term 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 59
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Put learners into convenient groups. A learner mention a number and another makes skip count in 500s or 1000s to include the fifth count. For instance. Learner 1: Shout out "15290"skip counting up in 500s Learner 2: 15790, 16290, 17290, 17790, 18290, etc. Learner 3; Shout out "31285"skip counting up in 1000s Learner 4; 32285, 33285, 34285, 35285, 36285….etc.
E.g. 2 Skip count forwards and backwards by 50s and between 1000 and 10000 that are multiples of 50s and 100s but make an error or leave out a number. Challenge learners to identify or correct error .