**Counting by 10**

How to use:

- Have students count while watching. What do you notice? What do you wonder?
- Questions:
**What is the pattern when we count by 10s?****(Pause at any point) What number will come next in the pattern? How do you know?**

**What are some things that are easy to count by 10?****What does it sound like to count by 10 after 100? How is it similar to counting by 10 from 0?**

How to use:

- Have students count while watching. What do you notice? What do you wonder?
- Questions:
**(Pause at any point during the counting) What do you notice about the tens frames and the number we’re on now?****Why is it called skip counting?****How is counting by 10s the same and different than counting by 1s?****Pause point #1: What is the pattern when we count by 10?****Pause point #2:**(Read Graham Fletcher’s post about the “upside down” hundreds chart used in this video here)**What does counting by 10 look like on the hundreds chart?****What are some things that are easy to count by 10s?**

#### Counting by 5

How to use:

- Have students count while watching. What do you notice? What do you wonder?
- Questions and big ideas:
**(Pause at any point during the counting) What do you notice about the tens frames and the number we’re on now?**(if stopped at 35) There are 3 tens frames filled up, and that makes the number 30, which I see in the number bond next to the number line. There are also 5 extra ones, which I can also see in the number bond. The tens frames show 35 – 3 tens and 5 ones.**Why is it called skip counting?**Every time we count, we are adding 5, so we are skipping all the numbers we would say if we counted by 1s.**How is counting by 5s the same and different than counting by 1s?**Counting by 5s and 1s is similar because both are like adding, the numbers are getting bigger each time we count. They are different because counting by 5 is faster than counting by 1 because you are adding 5 at a time instead of 1 at a time.**Pause point #1, 2, 3: What is the pattern when we count by 5?**In the ones place, the numbers are always 5 or 0. The tens place increases, but only every other time we count. The tens frame fills up every two times we count (since 5 and 5 make 10). On the hundreds chart, counting by 5s creates a line down the middle of the chart (the numbers that have a 5 in the ones place) and the right side of the chart (the numbers that have a 0 in the ones place).**Pause point #4: How is counting by 5 similar to counting by 10?**When we count by 5 we say some of the same numbers as when we count by 10 (like 10, 20, 30, etc). They are both faster ways of counting than counting by 1.Counting by 10 is faster than counting by 5. The pattern of counting by 10 is less complex than counting by 5, since it looks similar to counting by 1 (10, 20, 30 is similar to 1, 2, 3).**Pause point #5:**(Read Graham Fletcher’s post about the “upside down” hundreds chart used in this video here)**What does counting by 5 look like on the hundreds chart?****What are some things that are easy to count by 5s?**Fingers on hands, toes on the feet, nickels, 5 dollar bills, pentagon sides, time (especially on the clock), etc.

How to use:

- Have students count while watching. What do you notice? What do you wonder?
- Questions:
**What is the pattern when we count by 5?****How are counting by 5 and 10 similar?****How are counting by 5 and 10 different?****What are some things that are easy to count by 5s?**

#### Comparing Counting by 1, 5, and 10

#### Counting by 2

How to use:

- (Read Graham Fletcher’s post about the “upside down” hundreds chart used in the first video here)
- Have students count while watching. What do you notice? What do you wonder?
- Questions:
**What is the pattern when we count by 2?****How is counting by 2 the same as counting by 1? How is it different?****What are some things that you can count by 2?**

#### Counting by 25

How to use:

- Have students count while watching. What do you notice? What do you wonder?

**Counting by 10 starting at 4**

How to use:

- (Read Graham Fletcher’s post about the “upside down” hundreds chart used in this video here)
- Have students count while watching. What do you notice? What do you wonder?
- Questions:
**What is the pattern when we start at 4 and count by 10?****How does the color of the circles help us to see the pattern?****What does it sound like to start at ____ and count by 10? How can the hundreds chart help you visualize counting by 10?**

Thank you to all of the collaborators on Twitter and email who shared ideas and feedback for these visuals.