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§ Counting

Skip Counting

§ Counting

Skip Counting

CCSS.2.NBT.2CCSS.2.OA.33 min read

Skip counting involves counting by a fixed number other than 1, creating regular patterns in number sequences. Reception children begin with counting by 2s to 20, whilst Year 1 pupils extend this to multiples of 2, 5, and 10. The technique forms the foundation for multiplication tables, as counting by 3s produces the same sequence as the 3 times table.

§ 01

Why it matters

Skip counting underpins essential mathematical concepts throughout primary education and beyond. Counting by 10s helps children understand place value and decimal systems, whilst counting by 5s connects to time-telling skills when reading analogue clocks. The pattern recognition skills developed through skip counting sequences prepare pupils for algebraic thinking in secondary maths. Practical applications include counting coins (5p, 10p, 20p pieces), calculating prices at the tuck shop, or determining team sizes for PE activities. By Year 6, children use skip counting for rapid mental arithmetic, calculating areas of rectangles, and solving ratio problems. GCSE Foundation level questions often require pattern recognition skills that trace back to these early counting experiences, making skip counting a crucial building block for mathematical fluency.

§ 02

How to solve skip counting

Skip Counting

  • Skip counting means counting by a number other than 1.
  • Count by 2s: 2, 4, 6, 8, 10, …
  • Count by 5s: 5, 10, 15, 20, 25, …
  • Count by 10s: 10, 20, 30, 40, 50, …

Example: Count by 3s from 3: 3, 6, 9, 12, 15, 18.

§ 03

Worked examples

Beginner§ 01

Count backwards: 23, 22, 21, __, __

Answer: 20, 19

  1. Identify the pattern → -1 — Each number decreases by 1. We are counting backwards.
  2. Subtract 1 from 21 → 21 - 1 = 20 — Counting backwards: 21 - 1 = 20.
  3. Subtract 1 from 20 → 20 - 1 = 19 — Counting backwards: 20 - 1 = 19.
Easy§ 02

Fill in the blanks: 20, 30, __, __, 60

Answer: 40, 50

  1. Add 10 to 30 → 30 + 10 = 40 — The pattern goes up by 10: 30 + 10 = 40.
  2. Add 10 to 40 → 40 + 10 = 50 — The pattern goes up by 10: 40 + 10 = 50.
Medium§ 03

Continue the sequence: 18, 22, 26, 30, __, __, __

Answer: 34, 38, 42

  1. Identify the pattern → +4 — Each number increases by 4: 22 - 18 = 4.
  2. Add 4 to 30 → 30 + 4 = 34 — The pattern adds 4 each time: 30 + 4 = 34.
  3. Add 4 to 34 → 34 + 4 = 38 — The pattern adds 4 each time: 34 + 4 = 38.
  4. Add 4 to 38 → 38 + 4 = 42 — The pattern adds 4 each time: 38 + 4 = 42.
§ 04

Common mistakes

  • When counting backwards by 2s from 18, writing 18, 16, 14, 11 instead of 18, 16, 14, 12 by inconsistently applying the pattern.
  • Mixing up different skip counting patterns within the same sequence, such as writing 6, 12, 17, 24 instead of 6, 12, 18, 24 when counting by 6s.
  • Starting skip counting sequences incorrectly, like beginning to count by 5s with 1, 6, 11, 16 instead of 5, 10, 15, 20.
  • Confusing forward and backward directions, writing 25, 30, 35 when asked to count backwards by 5s from 25, instead of 25, 20, 15.
§ 05

Frequently asked questions

What is the difference between skip counting and times tables?
Skip counting creates the same number sequences as times tables but focuses on the counting process rather than multiplication facts. Counting by 4s gives 4, 8, 12, 16, which matches the 4 times table, but skip counting emphasises the pattern of adding 4 repeatedly.
How do you identify the pattern in a skip counting sequence?
Find the difference between consecutive numbers in the sequence. If 15, 20, 25, 30 appears, subtract 15 from 20 to get 5, then check that 20 + 5 = 25 and 25 + 5 = 30. The pattern adds 5 each time.
Can skip counting work with numbers that aren't whole?
Yes, skip counting applies to decimals and fractions too. Counting by 0.5 gives 0.5, 1, 1.5, 2, 2.5, whilst counting by 1/4 produces 1/4, 1/2, 3/4, 1, 1 1/4. These patterns appear in measurement and money calculations.
Why is counting backwards by large numbers difficult?
Backward skip counting requires strong mental subtraction skills and number sense. Counting back by 7s from 84 involves calculating 84 - 7 = 77, then 77 - 7 = 70, which demands more working memory than forward counting by addition.
How does skip counting help with multiplication and division?
Skip counting builds familiarity with multiples, making times tables automatic. Counting by 8s to reach 56 shows that 7 × 8 = 56, whilst counting backwards from 56 by 8s demonstrates division: 56 ÷ 8 = 7.
§ 06

See also

Ratio
§ 06

Where to next?

Prerequisites
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