Counting in 6s

MathematicsCounting & CardinalityAges 8–9

Count in multiples of 6, 7, 9, 25, and 1000

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Teaching Table

Set out your lesson

Build counting sequences by adding a constant step.

Activity

Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.

Policy

Check readiness rather than assuming source graph order establishes attainment.

Instructions

Use scrap paper as a number strip. Keep completed model strips aside during Try.

No Printer

Use the supplied stage cards on screen or scrap paper; adult key stays separate.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Count in multiples of 6, 7, 9, 25, and 1000
Bounded objective: Build counting sequences by adding a constant step. Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.
partial: Recite the multiples of 6 from 0 to at least 72
Complete 6-step sequence to 72 offered, but modelled start means no fresh recall claim.
partial: Recite the multiples of 7 from 0 to at least 84
Complete 7-step sequence to 84 offered after guided start.
partial: Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000
Complete 25 and 1000 sequences offered; supported computation/recitation modes recorded.
partial: Can {{name}} count in sevens — 7, 14, 21, 28 — or in nines, or in 25s when thinking about coins, or in 1000s when talking about distances like kilometres?
Try offers extended-rehearsed-calculation for the bounded objective; it does not establish every part of the source assessment. Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.

Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.

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Build counting sequences by adding a constant step.

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Check understanding

Recite the multiples of 6 from 0 to at least 72
Recite the multiples of 7 from 0 to at least 84
Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000

“Can your child count in sevens — 7, 14, 21, 28 — or in nines, or in 25s when thinking about coins, or in 1000s when talking about distances like kilometres?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Counting & Cardinality
Age range: Ages 8–9

Standards

uk-nc-2013:Ma/KS2/Y4/NPV/1