Skip Counting (4s, 8s, 50s, 100s)

MathematicsCounting & CardinalityAges 7–8

Count from 0 in multiples of 4, 8, 50, and 100

Teach this topic

Share and support

Teaching Table

Set out your lesson

Count in equal steps and keep the starting number separate from the step size.

Activity

Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.

Policy

Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.

Offer a blank line and pencil. Split four sequences over short sessions. Open S first, G together, then T alone; put S and G away before T. Keys stay adult-only. No purchase or printing is required; an unavailable physical observation remains pending, not passed.

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 from 0 in multiples of 4, 8, 50, and 100
Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.
partial: Recite the multiples of 4 from 0 to at least 48
Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.
partial: Recite the multiples of 8 from 0 to at least 96
Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.
partial: Count in steps of 50 and 100 from 0 to 1000
Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.
partial: Can {{name}} count in fours all the way to 48, count in eights, or count up in hundreds from any starting point — for example 350, 450, 550?
Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.

Specified ranges are offered; fluency beyond them and a wholly unrehearsed start are not inferred.

Share teaching feedback Continue to your family plan

Entire curriculum

1590 concepts · 8 subjects

Compare teaching approaches

Teaching approaches

Gakuva’s recommended starting approach is selected. You can still compare every option.

1 approach

Selected Default Gakuva

Count in equal steps and keep the starting number separate from the step size.

Family records and proof options

Keep a record of your learning

Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.

Start Family ($12/mo) See sample proof packet

Learning resources

External links for extra practice. They do not replace Gakuva’s teaching approach.

No additional resources are listed for this topic.

The teaching approach appears above.

Check understanding

Recite the multiples of 4 from 0 to at least 48
Recite the multiples of 8 from 0 to at least 96
Count in steps of 50 and 100 from 0 to 1000

“Can your child count in fours all the way to 48, count in eights, or count up in hundreds from any starting point — for example 350, 450, 550?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Counting & Cardinality
Age range: Ages 7–8

Standards

uk-nc-2013:Ma/KS2/Y3/NPV/1