About this booklet
This booklet was made with the help of AI for children learning England's National Curriculum maths in English, to use at home alongside the Year 2 Place Value unit.
It follows the order of small steps 15–16 of the White Rose Maths Year 2 Place Value unit (Autumn Block 1): count in 2s, 5s and 10s, and count in 3s.
Why the focus on groups?
Counting in 2s, 5s and 10s is counting in groups: pairs of socks, fingers on a hand, full ten frames. When children count real groups first, the numbers 2, 4, 6, 8 mean something.
Two mistakes are very common. A child counting in 5s changes the jump: “5, 10, 15, 20, 30.” And a child counting in 10s from 23 jumps to the tens: “23, 30, 40.” The fix for both is the same sentence: Same jump every time! On a hundred square, ten more is straight down.
Plan · about 15–20 minutes a day
Watching our videos too? After video 1 (Count in 2s, 5s and 10s), do Parts 1–3. After video 2 (Count on and back in steps), do Parts 4–6.
| Order | Pages | Topic |
|---|---|---|
| Part 1 | Count in 2s | Count in 2s — Socks in pairs. How many pairs? How many socks? |
| Part 2 | Count in 5s and 10s | 5s and 10s — Hands in 5s, 10p coins in 10s. Same jump every time on the number line. |
| Part 3 | Patterns on a hundred square | Patterns — 10s go straight down. 5s end in 5 or 0. What comes next? |
| Part 4 | Count back | Count back — The start is not a jump. Back in 2s, 5s and 10s. |
| Part 5 | 10s from any number | 10s from any number — Ten more is straight down. The ones digit stays the same. |
| Part 6 | Will you say it? | Will you say it? — Use the pattern to check. Then fix a friend’s count. |
| Challenge | Count in 3s | Count in 3s — The same idea with a new jump. |
- Part 1PagesCount in 2sTopicCount in 2s — Socks in pairs. How many pairs? How many socks?
- Part 2PagesCount in 5s and 10sTopic5s and 10s — Hands in 5s, 10p coins in 10s. Same jump every time on the number line.
- Part 3PagesPatterns on a hundred squareTopicPatterns — 10s go straight down. 5s end in 5 or 0. What comes next?
- Part 4PagesCount backTopicCount back — The start is not a jump. Back in 2s, 5s and 10s.
- Part 5Pages10s from any numberTopic10s from any number — Ten more is straight down. The ones digit stays the same.
- Part 6PagesWill you say it?TopicWill you say it? — Use the pattern to check. Then fix a friend’s count.
- ChallengePagesCount in 3sTopicCount in 3s — The same idea with a new jump.
Good questions to ask
- “What are we counting in?”
- “How many pairs? How many socks?”
- “Where does the count start?”
- “What comes next?”
- “Will you say 15? How do you know?”
- “What stays the same?”
Answers are at the end of the workbook. Please note: this is home practice, not official school or White Rose material. If something is taught differently in class, please follow the teacher's method.
How to help at home
- Count the laundry.
Fold socks in pairs and count in 2s. Ask: “How many pairs? How many socks?”
- Use hands and coins.
Count family hands in 5s. Count 10p coins in 10s, then take one away and count back.
- Start anywhere.
In the car, try “Count in 10s from 37.” Then back again.
- Slide on a hundred square.
Ten more is straight down. Ten less is straight up.
- Make a mistake on purpose.
Count “5, 10, 15, 20, 30” and let your child catch it.
- Stop while it's fun.
Short and happy is better than long. One Part a day is enough.
The pictures we use
These are the same kinds of pictures used in class. Your child will see them at school too.