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Teaching Guide — Count in 2s, 5s, 10s and 3s

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.

Goes with “Lia's Maths Book”. →

What is in this guide

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?”

About languages

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.

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Background A

How maths is taught in Year 2영국 Year 2 수학 수업 방식

What happens in a Year 2 maths lesson, so you can teach in the same way at home.

Small steps

Many schools in England use a plan called White Rose Maths. Each unit is cut into many small steps. The Addition and Subtraction unit has 21 small steps. This guide covers the first six. Each step is one small idea, and each new step uses the step before it. That is why the early steps, like bonds to 10, are so important.

Objects → pictures → numbers

Teachers call this concrete → pictorial → abstract. It means:

Stage	What it means	Example: 7 + 3
Concrete	Real things you can touch and move.	7 red Lego bricks and 3 blue Lego bricks. Count them all: 10.
Pictorial	A drawing of the things.	A ten frame with 7 dots and 3 dots.
Abstract	Only numbers and signs.	7 + 3 = 10

ConcreteWhat it meansReal things you can touch and move.Example: 7 + 37 red Lego bricks and 3 blue Lego bricks. Count them all: 10.
PictorialWhat it meansA drawing of the things.Example: 7 + 3A ten frame with 7 dots and 3 dots.
AbstractWhat it meansOnly numbers and signs.Example: 7 + 37 + 3 = 10

Children do not always move in one direction. A child who is stuck on numbers goes back to pictures or objects. This is normal and good.

Three kinds of question

Kind	What it asks	Example
Fluency	Can you do it quickly and correctly?	“What is 6 + 4?”
Reasoning	Can you explain why? Is it true or false?	“Bo says 20 + 50 = 700. Is he right? How do you know?”
Problem solving	Can you use it in a new or tricky situation?	“Find two numbers that make 10. Now find all of them.”

FluencyWhat it asksCan you do it quickly and correctly?Example“What is 6 + 4?”
ReasoningWhat it asksCan you explain why? Is it true or false?Example“Bo says 20 + 50 = 700. Is he right? How do you know?”
Problem solvingWhat it asksCan you use it in a new or tricky situation?Example“Find two numbers that make 10. Now find all of them.”

Many children in Korea are very strong at fluency. The school will also ask Lia to reason and explain in English. This is where you can help the most.

Full sentences

Teachers give children sentence stems. A sentence stem is the start of a sentence with gaps. Children fill the gaps and say the whole sentence. For example:

“The whole is ___. The parts are ___ and ___.”
“I know ___, so I know ___.”
“___ and ___ make 10.”

At home, when Lia gives a one-word answer, you can say: “Can you say it in a full sentence?” Then help her with a stem from this guide.

Words the school uses

The school says	Not	Why it matters
maths	math	British English, as used in schools in England.
ones and tens	units	White Rose says “ones”. Older books say “units”.
number sentence	equation (in Year 2)	“4 + 6 = 10” is a number sentence.
subtract, minus, take away	—	subtract and minus are names for −. take away is for when some go. Children hear all three.
equals, is equal to, is the same as	—	The = sign means both sides have the same value.

mathsNotmathWhy it mattersBritish English, as used in schools in England.
ones and tensNotunitsWhy it mattersWhite Rose says “ones”. Older books say “units”.
number sentenceNotequation (in Year 2)Why it matters“4 + 6 = 10” is a number sentence.
subtract, minus, take awayNot—Why it matterssubtract and minus are names for −. take away is for when some go. Children hear all three.
equals, is equal to, is the same asNot—Why it mattersThe = sign means both sides have the same value.

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Background B

The five pictures (models)다섯 가지 그림 모델

Lia will see these pictures in class. Learn them once. You will use them all year.

A model is a picture that shows a maths idea. Models help children see the maths. Each model below has: what it is, how to make it at home, and what to say.

1. Ten frame

7 and 3 make 10.

What it is: A box with 10 spaces, in 2 rows of 5. It shows how many there are, and how many more make 10.

Make it at home: Cut 2 cups off an egg box of 12, so it has 10 cups. Or draw a 2 × 5 grid on paper. Use coins, beads or small toys as counters.

YOU“How many counters can you see?”

YOU“How many empty spaces are there?”

YOU“So how many more do we need to make 10?”

YOU“Look at the top row. It has 5. The top row is full, so we know there are at least 5.”

2. Part–whole model

The whole is 13. The parts are 9 and 4.

What it is: One big circle at the top (the whole) and two circles under it (the parts). The parts together make the whole.

Make it at home: Draw three circles on paper. Put real counters in them.

YOU“This is the whole. The whole is 13.”

YOU“These are the parts. The parts are 9 and 4.”

YOU“9 and 4 make 13.”

YOU“If we subtract one part from the whole, we get the other part.”

3. Bar model

The whole is 16. One part is 9. What is the other part?

What it is: The part–whole idea drawn as long bars. The top bar is the whole. The bottom bars are the parts. It is very useful for story problems, because it shows what we know and what we need to find.

Make it at home: Cut strips of paper. Or draw rectangles. Write a question mark on the part you need to find.

YOU“The top bar is the whole. It is 16.”

YOU“This part is 9. This part is a mystery. What is it?”

YOU“9 plus what equals 16? Or: 16 subtract 9 is what?”

4. Tens and ones (base 10)

3 tens and 4 ones = 34

What it is: A long stick is 1 ten (10 small cubes stuck together). A small cube is 1 one. The picture shows 3 tens and 4 ones, so the number is 34.

Make it at home: Make towers of 10 Lego bricks. Each tower is a ten. Single bricks are ones. Or tie 10 straws or 10 ice-cream sticks with a rubber band. You can also use money: ten 10p coins make £1.

YOU“How many tens are there? How many ones?”

YOU“3 tens and 4 ones. That is 34.”

YOU“The 3 in 34 means 3 tens. It is worth 30.”

YOU“The 4 in 34 means 4 ones. It is worth 4.”

5. Number line

8 + 5: jump 2 to get to 10, then jump 3 more. You land on 13.

What it is: A line with numbers in order. Adding means jumping forward (to the right). Subtracting means jumping back (to the left).

Make it at home: Use a ruler or a tape measure. Or write 0 to 20 on sticky notes on the floor, and let Lia jump on them.

YOU“Put your finger on 8.”

YOU“Jump forward 2. Where are you now?”

CHILD10!

YOU“Good. Now jump forward 3 more. Where are you?”

CHILD13.

YOU“So 8 add 5 is 13.”

One more picture

Lia may also see a rekenrek in class. It is a bead frame with two rows of 10 beads. The beads change colour after 5, so children can see 5 and 10 at a glance. It shows the same ideas as the ten frame.

Add by making 10 (with the rekenrek) →

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Part 1–3 · Step 15 · Workbook pages 2–4

Count in 2s, 5s and 10s2씩·5씩·10씩 뛰어 세기

Count real groups first. Then jump on a number line. Same jump every time!

한국어 요약

양말 켤레(2), 손(5), 꽉 찬 수판과 10p 동전(10)을 묶어 세고, 센 뒤에 count in 2s라는 이름을 붙이는 순서를 영어로 가르쳐요. 수직선 위 같은 크기의 뛰기, 100칸 수 배열표의 규칙, 5씩 세다 10씩으로 바뀌는 실수를 바로잡는 대본과 놀이를 담았어요.

The big idea핵심

Counting in 2s, 5s and 10s is counting in groups. Socks come in pairs (2s). A hand has 5 fingers (5s). A full ten frame or a 10p coin is 10 (10s).

Count real things first, then give the name. After Lia counts the socks in pairs, say: “That is called counting in 2s.”

Then show the same count as jumps on a number line. Start at 0. The first jump lands on 2, 5 or 10. Same jump every time!

The number of jumps and the number you land on are different. 7 pairs make 14 socks. 4 jumps of 10 land on 40.

Last, look for patterns on a hundred square. The 10s go straight down and end in 0. The 5s make two straight lines and end in 5 or 0.

5 pairs: 2, 4, 6, 8, 10

Same jump every time: 5, 10, 15, 20, 25

The 5s make two straight lines.

Get ready준비물

Clean socks in pairs (from the washing basket)
Paper and a pen to draw around hands
Full ten frames (an egg box cut to 10 holes works) or 10p coins
A hundred square and colouring pencils
A paper number line from 0 to 50

Teach it, step by step단계별 수업

YOU 부모가 할 말CHILD 아이가 할 만한 대답DO 손으로 할 일

Socks in pairs

DOPut out 5 pairs of socks. Keep each pair together.

YOU“How many socks?”

CHILD2, 4, 6, 8, 10. Ten socks!

YOU“You didn’t count one by one! Each pair is 2.”

YOU“That’s called counting in 2s.”

Let Lia count before you give the name. Experience first, name after.

Hands and ten frames

DODraw around 4 hands: 2 big hands and 2 small hands.

YOU“Big hands, small hands. How many fingers on each?”

CHILDFive! 5, 10, 15, 20.

YOU“Twenty fingers. That’s counting in 5s!”

DOPut out 3 full ten frames, or three 10p coins.

CHILD10, 20, 30.

YOU“Counting in 10s. Big jumps!”

Jumps on a number line

DODraw a line from 0 to 30 with a mark every 5. Do not write the numbers yet.

YOU“Start at zero. The first jump lands on 5.”

CHILD5, 10, 15, 20, 25, 30.

YOU“How many jumps? Where did we land?”

CHILDSix jumps. But we land on 30!

Many children give the number of jumps (6) instead of where they land (30). Ask both questions.

Same jump every time

YOU“Watch me count in 5s. 5, 10, 15, 20, 30, 40!”

CHILDWait! Those jumps got bigger. You jumped 10.

YOU“You caught me! Thank you. So what comes after 20?”

CHILD25, then 30. Same jump every time!

Make this mistake on purpose, once. Catching your mistake helps Lia check her own counting.

Patterns on a hundred square

YOU“Colour the numbers you say in 10s. What do you notice?”

CHILDThey go straight down. They all end in 0.

YOU“Now colour the 5s.”

CHILDTwo straight lines. They end in 5 or 0.

YOU“Count in 5s. What comes after 65?”

CHILD70. I added 5 to 65.

YOU“Does 70 fit the pattern?”

CHILDYes. I know because 5s end in 5 or 0.

The pattern is a check. Lia finds the next number by adding the jump, then checks it with the pattern.

Other ways to say it다른 표현

“What are we counting in?”
“Count in 2s.”
“Count in twos.”
“Count in steps of 5.”
“Count up in 10s.”
“What comes next?”
“How many pairs? How many socks?”
“Same jump every time!”

Worksheet English표현

“Count in 2s. How many socks?”
“How much money? Count in 10s.”
“Fill in the missing numbers.”
“Colour the numbers you say when you count in 5s.”
“What do you notice?”

Good questions to ask좋은 질문

“What are we counting in? Why?”
Good answers
“2s, because socks come in pairs.” / “5s, because each hand has 5 fingers.”
“How many jumps? Where did we land?”
Note
Two different numbers: 4 jumps of 10 land on 40.
“Count in 5s. What comes after 65? How do you know?”
Good answers
“70. I added 5. And 5s end in 5 or 0.”
“What do you notice about the 10s on the hundred square?”
Good answers
“They go straight down. They all end in 0.”

If Lia is stuck막힐 때

When
In 5s she says 5, 10, 15, 20, 30.
Draw the jumps on a number line. The last jump is twice as long. “Same jump every time! After 20 comes 25.”
When
She sees 7 pairs of socks and says “7 socks”.
“7 pairs. How many socks?” Count in 2s together, pair by pair: 2, 4 … 14.
When
She counts each sock, one by one.
Keep each pair together. Point to a whole pair and say “2”, then the next pair “4”.
When
In 2s she goes 16, 18, 19, 20.
Use the hundred square. Each jump goes over one number: “18, then 20.”
When
On the number line, she counts 0 as the first jump.
“Start at zero. The first jump lands on 5.” Put a finger on 0 before you jump.

Game놀이

Game · Washing basket count

You need: clean socks in pairs, a washing basket

Take out one pair at a time. Lia counts in 2s as each pair lands: 2, 4, 6 …
Stop and ask: “How many pairs? How many socks?”
Swap. You count, and make one mistake on purpose: 8, 10, 11. Can she catch it?

Coming later

Counting in 2s, 5s and 10s is the start of the 2, 5 and 10 times tables. Later in Year 2, “7 pairs make 14” becomes “7 groups of 2 make 14”.

In the workbook

Socks in 2s, hands in 5s and 10p coins in 10s. Jumps on number lines, and patterns on a hundred square.

Still unsure? Try the Year 1 page “Count in 2s, 5s and 10s” first.

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Part 4–6 · Step 15 · Workbook pages 5–7

Count on and back from any number아무 수에서 10씩, 거꾸로 뛰어 세기

Start at your number. Keep the same jump. Forwards or back!

한국어 요약

0이 아닌 수에서 10씩 세기(23, 33, 43)와 2씩·5씩·10씩 거꾸로 세기를 영어로 가르쳐요. 수 배열표에서 10 더하면 쭉 아래로 가는 규칙, 23에서 30으로 건너뛰는 실수를 바로잡는 대본, "Will you say 15?"를 규칙으로 따지는 질문을 담았어요.

The big idea핵심

Counting does not always start at 0. Start at your number. Keep the same jump. Forwards or back!

Ten more is straight down on a hundred square. The ones digit stays the same: 23, 33, 43, 53. Ten less is straight up.

When you count back, the start is not a jump. Back in 5s from 30: 25, 20, 15. Three jumps, and we land on 15.

Will you say it? Count near the number, then check with the pattern. Counting in 2s from 0, the numbers end in 0, 2, 4, 6 or 8. So you will not say 15. Always say where the count starts: from 1, counting in 2s does say 15.

Back in 5s from 30: 25, 20, 15

10 more each time. The ones digit stays 3.

Get ready준비물

A hundred square (printed or drawn)
A small toy or counter to slide on it
A paper number line from 0 to 50
Sticky notes

Teach it, step by step단계별 수업

YOU 부모가 할 말CHILD 아이가 할 만한 대답DO 손으로 할 일

Count back

DODraw a line from 0 to 30 with a mark every 5. Put a toy on 30.

YOU“Count back in 5s from 30. Is 30 a jump?”

CHILDNo. 30 is the start. It’s not a jump.

CHILD25, 20, 15.

YOU“Three jumps back. Where did we land?”

CHILD15.

Some children say the start number as the first jump. Jump first, then say the number.

Ten more is straight down

DOPut the toy on 23 on the hundred square.

YOU“Count in 10s from 23. Where is 10 more?”

CHILDStraight down. 33.

YOU“And again?”

CHILD43, 53. The ones digit stays 3.

Catch the jump to the tens

YOU“Watch me. 23, 30, 40, 50.”

CHILDWait! 23 to 30 is only 7. That is not 10 more.

YOU“Show me on the hundred square.”

CHILDTen more is straight down. 23, 33, 43, 53.

Children who love round numbers often jump to the next ten. Slide a finger straight down to check.

Back in 10s

YOU“Now count back in 10s from 53.”

CHILDStraight up! 43, 33, 23.

Will you say it?

YOU“Count in 2s from 0. Will you say 15?”

CHILDNo. 12, 14, 16. I jump over 15.

YOU“How do you know?”

CHILDI know because from 0, 2s never end in 5.

A yes or no answer can be a lucky guess. Always ask “How do you know?”

Other ways to say it다른 표현

“Count on in 10s from 23.”
“Count back in 5s from 50.”
“Start at 37 and count in 10s.”
“What comes next?”
“Will you say 15?”
“Ten more is straight down.”
“Ten less is straight up.”

Worksheet English표현

“Count back in 2s. Fill in the missing numbers.”
“Count on in 10s from 46.”
“Will she say 15? Explain how you know.”
“Is he right? Explain your answer.”

Good questions to ask좋은 질문

“Where does the count start? Is the start a jump?”
Note
The start is where you stand. The first jump lands on the next number.
“What stays the same when you count in 10s from 23?”
Good answers
“The ones digit. It stays 3.”
“Will you say 15 counting in 2s from 0? How do you know?”
Good answers
“No. From 0, 2s end in 0, 2, 4, 6 or 8.”
“Can you count back the same way?”
Note
Ten more is straight down. Ten less is straight up.

If Lia is stuck막힐 때

When
From 23 in 10s, she says 23, 30, 40, 50.
“Ten more is straight down.” Slide down from 23 on the hundred square: 33, 43, 53.
When
Counting back, she says the start number as the first jump.
“30 is the start. It is not a jump.” Jump first, then say the number.
When
Going back across a ten is hard: 32, 30, 29.
Count forwards on the same numbers first, then back. Every jump on the number line is the same size.
When
She says “yes” to every “Will you say …?” question.
Count near the number together: “12, 14, 16. Did we say 15?”

Game놀이

Game · Hundred square slide

You need: a hundred square, a small toy

Put the toy on any number, like 37. Lia slides it straight down and says 47, 57, 67.
Then straight up: 57, 47, 37.
Swap. You count, and jump to the tens on purpose: 37, 40, 50. Can she catch it?

Extra challenge더 도전

Count back in 10s from 98. What stays the same?
Count in 5s from 3: 3, 8, 13, 18 … What pattern do you see?
Will you say 50 if you count in 5s from 2? How do you know?

In the workbook

Count back in 2s, 5s and 10s, count in 10s from any number on a hundred square, and answer “Will you say it?”. Then fix a friend’s count.

태블릿으로 연습Play Number Games: 2s, 5s and 10s

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Challenge · Step 16 · Workbook page 8

Count in 3s3씩 뛰어 세기

The same idea with a new jump: 3, 6, 9, 12.

한국어 요약

3씩 뛰어 세기를 영어로 가르쳐요. 세발자전거 바퀴처럼 셋씩 묶인 물건으로 먼저 세고, 수직선에서 3씩 앞으로·거꾸로 뛰는 대본과 손뼉 놀이를 담았어요. 2·5·10씩과 같은 생각이라 확장 쪽 하나로 다뤄요.

The big idea핵심

Counting in 3s works just like 2s, 5s and 10s. Same jump every time: 3, 6, 9, 12, 15.

The 3s are harder because the pattern on a hundred square is not easy to see. Use real groups of 3 and a number line.

4 groups of 3: 3, 6, 9, 12

Jumps of 3 from 0

Get ready준비물

Small things to put in groups of 3: grapes, buttons or toy cars
Paper and a pencil for a number line

Teach it, step by step단계별 수업

YOU 부모가 할 말CHILD 아이가 할 만한 대답DO 손으로 할 일

Groups of 3

DOMake 4 groups of 3 grapes on 4 plates.

YOU“How many grapes? Count in 3s.”

CHILD3, 6, 9, 12. Twelve grapes!

Jumps of 3

DODraw a line from 0 to 30 with a mark every 3.

YOU“Start at zero. Jump in 3s.”

CHILD3, 6, 9, 12, 15, 18 …

Back in 3s

YOU“Count back in 3s from 15.”

CHILD12, 9, 6, 3, 0.

Other ways to say it다른 표현

“Count in 3s.”
“Count in threes.”
“Count in steps of 3.”
“Count back in 3s from 30.”

Good questions to ask좋은 질문

“How many wheels are on 5 tricycles?”
Good answers
“15. 3, 6, 9, 12, 15.”
“Will you say 10 counting in 3s from 0?”
Note
No: 9, then 12. The jump goes over 10.

If Lia is stuck막힐 때

When
She says 3, 6, 9, 10, 13.
“Same jump every time!” Hold up 3 fingers for every jump.
When
She loses the count after 12.
Use the number line. Clap on each jump and say the numbers slowly.

Game놀이

Game · Clap in 3s

You need: nothing

Count in 1s together. Whisper two numbers, then clap and shout the third: 1, 2, THREE!
Now say only the clap numbers: 3, 6, 9 …

In the workbook

Groups of 3, a number line in 3s, and counting on and back in 3s.

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

For you C

Everyday English for maths time수학 시간 생활 영어

Useful sentences for giving instructions, praising and helping.

Starting and giving instructions

Say	It means
Let's do some maths.	Start of the session
Get your pencil, please.
Read the question.
Have a go.	Try it (it's OK to make a mistake)
Show me.	Show with objects or fingers
Count with me.
Write the number sentence.	Write 5 + 3 = 8
Fill in the missing number.	Complete the gap
Explain your thinking.	Say how you did it
Check your answer.
Circle the right one.
Picture it. What happens?	Picture the story, then say what happens
Take your time.	There is no hurry
Say it in a full sentence.
Point to …
Let's do one together.

Let's do some maths.It meansStart of the session
Get your pencil, please.It means
Read the question.It means
Have a go.It meansTry it (it's OK to make a mistake)
Show me.It meansShow with objects or fingers
Count with me.It means
Write the number sentence.It meansWrite 5 + 3 = 8
Fill in the missing number.It meansComplete the gap
Explain your thinking.It meansSay how you did it
Check your answer.It means
Circle the right one.It means
Picture it. What happens?It meansPicture the story, then say what happens
Take your time.It meansThere is no hurry
Say it in a full sentence.It means
Point to …It means
Let's do one together.It means

Praise that helps

Praise the effort and the thinking, not only the right answer. This helps children try hard things.

Praise

“Great thinking!”
“I like how you explained that.”
“You didn't give up. Well done!”
“That's a clever way!”
“You checked your answer. Good job!”
“You used a new maths word!”
“You found the mistake yourself!”
“Brilliant! Can you do another one?”
“You're getting faster!”
“I can see you worked hard.”

When the answer is wrong

Kind words for mistakes

“Nearly! Let's check together.”
“Hmm, let's look again.”
“Can you show me with the counters?”
“What do you notice?”
“Read the question one more time.”
“Mistakes help us learn.”
“That's a good try. What could we change?”
“Are you sure? How can we check?”

Ending the session

Talk about learning

“What did you learn today?”
“What was easy?”
“What was tricky?”
“Which new word did you learn?”
“Can you teach me one thing?”
“What do you want to practise tomorrow?”

How Lia can explain (sentence stems)

Sentence stem	Example
___ and ___ make ___.	7 and 3 make 10.
I have ___. I need ___ more to make 10.	I have 6. I need 4 more to make 10.
The whole is ___. The parts are ___ and ___.	The whole is 13. The parts are 9 and 4.
I know ___, so I know ___.	I know 3 + 4 = 7, so I know 30 + 40 = 70.
___ ones + ___ ones = ___ ones, so ___ tens + ___ tens = ___ tens.	2 ones + 5 ones = 7 ones, so 2 tens + 5 tens = 7 tens.
First I ___. Then I ___.	First I made 10. Then I added 3.
I think ___ is right / wrong because ___.	I think Omar is wrong because 20 + 50 is 70.
The answer is ___ because ___.	The answer is 9 because 9 + 7 = 16.

___ and ___ make ___.Example7 and 3 make 10.
I have ___. I need ___ more to make 10.ExampleI have 6. I need 4 more to make 10.
The whole is ___. The parts are ___ and ___.ExampleThe whole is 13. The parts are 9 and 4.
I know ___, so I know ___.ExampleI know 3 + 4 = 7, so I know 30 + 40 = 70.
___ ones + ___ ones = ___ ones, so ___ tens + ___ tens = ___ tens.Example2 ones + 5 ones = 7 ones, so 2 tens + 5 tens = 7 tens.
First I ___. Then I ___.ExampleFirst I made 10. Then I added 3.
I think ___ is right / wrong because ___.ExampleI think Omar is wrong because 20 + 50 is 70.
The answer is ___ because ___.ExampleThe answer is 9 because 9 + 7 = 16.

Counting time

Short sentences you can use every day.

Say	It means
Let's count together.
Your turn.
Keep going.	Continue
Start at …
Stop at …
Count up / count down.	Forwards / backwards
Louder, please!
Say it after me.	Repeat
What comes next?
What comes before …?
Write the number I say.	Dictation
How do you spell …?
Cover it and write it.	Spelling practice
Check with the 100 square.
Beat your score!	Try to get more right
That's a new record!	Best score

Let's count together.It means
Your turn.It means
Keep going.It meansContinue
Start at …It means
Stop at …It means
Count up / count down.It meansForwards / backwards
Louder, please!It means
Say it after me.It meansRepeat
What comes next?It means
What comes before …?It means
Write the number I say.It meansDictation
How do you spell …?It means
Cover it and write it.It meansSpelling practice
Check with the 100 square.It means
Beat your score!It meansTry to get more right
That's a new record!It meansBest score

Praise for counting

“Great counting!”
“You didn't stop once!”
“You got past 100!”
“Beautiful spelling!”
“You beat your score!”
“Your English is getting better every day!”
“You worked it out yourself!”

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

Maths words

Words in this set이 세트의 단어

count in 2s — say every second number: 2, 4, 6, 8, 10
count on / count back — count forwards (bigger) / count backwards (smaller), with the same jump each time
hundred square — a square of the numbers 1 to 100, in rows of ten
ones digit — the last digit of a number; it shows how many ones
pattern — numbers that change in the same way each time
What comes next? — say the next number in the count

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study

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.

Back: Compare and order numbers →

Teaching Guide · Count in 2s, 5s, 10s and 3s · liabooks.com/study