Teaching Guide지도서 — 2·5·10·3씩 뛰어 세기
Place Value · Count in steps
수업 하나를 쉬운 영어로 풀어 쓴 지도서예요. 전날 밤 주제 하나를 읽고, 다음 날 자기 말로 가르치면 돼요. 영어가 완벽하지 않아도 짧고 분명한 문장이면 충분해요.
This guide explains each lesson in easy English. It gives you the ideas, the words, the questions and the games. Read a topic the night before. Then teach it to Lia in your own way.
Lia can count to 100 in 1s. The new part is counting in groups of 2, 5 and 10 — first from 0, then from any number, forwards and back. Same jump every time!
Made with the help of AI. It follows the order of the White Rose Maths Year 2 small steps (Autumn Block 1, steps 15–16). It is home practice, not official school or White Rose material. If the school teaches something in a different way, follow the school.
What is in this guide
- AHow maths is taught in Year 2영국 Year 2 수학 수업 방식↗ 공통
- BThe five pictures (models)다섯 가지 그림 모델↗ 공통
- Part 1–3Count in 2s, 5s and 10s2씩·5씩·10씩 뛰어 세기Step 15워크북 2–4쪽 →
- Part 4–6Count on and back from any number아무 수에서 10씩, 거꾸로 뛰어 세기Step 15워크북 5–7쪽 →
- ChallengeCount in 3s3씩 뛰어 세기Step 16워크북 8쪽 →
- CEveryday English for maths time수학 시간 생활 영어↗ 공통
- A–ZMaths words A to Z단어 사전 →
How to use this guide
Every topic has the same parts. Here is what they mean.
| Part | What it is for |
|---|---|
| The big idea | The one thing Lia must understand. Read this first. |
| Get ready | Things to put on the table before you start: socks, a hundred square, a pencil. |
| Teach it, step by step | A small lesson in 3–5 steps. You lines are things you can say. Child lines are answers your child might give. Do lines tell you what to do with your hands. |
| Other ways to say it | The same question in different English. Children hear all of them at school. |
| Worksheet English | Instructions that are often printed on maths worksheets. Read them together. |
| Good questions to ask | Questions that make Lia think and explain. |
| If Lia is stuck | Common mistakes and what to say. |
| Game | A short game with things you have at home. |
- The big ideaWhat it is forThe one thing Lia must understand. Read this first.
- Get readyWhat it is forThings to put on the table before you start: socks, a hundred square, a pencil.
- Teach it, step by stepWhat it is forA small lesson in 3–5 steps. You lines are things you can say. Child lines are answers your child might give. Do lines tell you what to do with your hands.
- Other ways to say itWhat it is forThe same question in different English. Children hear all of them at school.
- Worksheet EnglishWhat it is forInstructions that are often printed on maths worksheets. Read them together.
- Good questions to askWhat it is forQuestions that make Lia think and explain.
- If Lia is stuckWhat it is forCommon mistakes and what to say.
- GameWhat it is forA short game with things you have at home.
A good maths time at home (15–20 minutes)
| Time | What to do |
|---|---|
| 2 minutes | Warm up. Count in 2s, 5s or 10s together, forwards and back. |
| 5 minutes | Teach the big idea with real things: socks, hands, coins. Use the “Teach it” steps. |
| 8–10 minutes | Workbook. One Part is enough. Sit next to Lia. Ask her to explain each answer. |
| 2 minutes | Talk. “What did you learn today? What was tricky?” |
- 2 minutesWhat to doWarm up. Count in 2s, 5s or 10s together, forwards and back.
- 5 minutesWhat to doTeach the big idea with real things: socks, hands, coins. Use the “Teach it” steps.
- 8–10 minutesWhat to doWorkbook. One Part is enough. Sit next to Lia. Ask her to explain each answer.
- 2 minutesWhat to doTalk. “What did you learn today? What was tricky?”
If Lia does not understand an English word, you can explain it quickly in Korean. Then say the English word again, and ask her to say it too. Always finish in English.
On one page
Put this on the fridge.
| Part | Topic | The big idea in one line | Key words | Workbook |
|---|---|---|---|---|
| Part 1–3 | Count in 2s, 5s and 10s | Count real groups first. Same jump every time! | count in 2s, pairs, pattern | Count in 2s, Count in 5s and 10s, Patterns on a hundred square |
| Part 4–6 | Count on and back from any number | Start at your number. Ten more is straight down. | count back, ones digit, hundred square | Count back, 10s from any number, Will you say it? |
| Challenge | Count in 3s | The same idea with a new jump: 3, 6, 9, 12. | count in 3s | Count in 3s |
- Part 1–3TopicCount in 2s, 5s and 10sThe big idea in one lineCount real groups first. Same jump every time!Key wordscount in 2s, pairs, patternWorkbookCount in 2s, Count in 5s and 10s, Patterns on a hundred square
- Part 4–6TopicCount on and back from any numberThe big idea in one lineStart at your number. Ten more is straight down.Key wordscount back, ones digit, hundred squareWorkbookCount back, 10s from any number, Will you say it?
- ChallengeTopicCount in 3sThe big idea in one lineThe same idea with a new jump: 3, 6, 9, 12.Key wordscount in 3sWorkbookCount in 3s
Every day, ask these three questions
- Question 1
“What are we counting in?”
- Question 2
“Where does the count start?”
- Question 3
“Will you say it? How do you know?”
Next in class
After these steps, the class starts the Addition and Subtraction unit. Counting in 10s from any number helps with 10 more and 10 less. Later in Year 2, counting in 2s, 5s and 10s becomes the 2, 5 and 10 times tables.