Finding efficient methods

Mastery Evidence

Notice that skip counting by 2s follows a repeating odd/even pattern
Recognise that adding 1 to any number always gives the next counting number
Use a repeated pattern (e.g. +10 on a hundred chart always moves down one row) to predict answers

Assessment Prompt

“When [child] is counting or doing repeated additions, have they started to notice the pattern — like "5, 10, 15, 20…" — and used it to predict the next number without counting one by one?”

Prerequisites2

Counting in 2s
softAges 5—7
One More Each Time
softAges 4—6

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Counting in 2s soft
Skip counting exercises recognising repeating calculation patterns
- Rote counting to 100 hard
  Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
  - One-to-one counting hard
    One-to-one correspondence requires knowing the number name sequence
One More Each Time soft
The +1 pattern in counting is the earliest repeated reasoning
- How Many in Total? hard
  Understanding 'one more/one less' requires understanding that each number represents a quantity (cardinality)
  - One-to-one counting hard
    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

Unlocks1

Generalising Patterns
hardAges 6—7