Grade 1 · Math · Number sense

1st Grade Skip Count by 2s, 5s, and 10s worksheets

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Skip Count by 2s, 5s, and 10s

Grade 1 · Math · Building Confidence · Worksheet 1

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Count by 2s. Write the missing number on the number line.
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Count by 10s. What number is missing? 10, 20, ____, 40, 50
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What comes next if you count by 5s? 5, 10, 15, 20, ____
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Look at this pattern: 6, 8, 10, 12. Which counting pattern makes it?
counting by 10scounting by 2scounting by 5s
Each bag holds 10 apples. Count the apples in bags: 10, 20, 30, ____.
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Count by 10s. Write the missing number on the number line.
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Count by 5s. What number is missing? 5, ____, 15, 20, 25
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What comes next if you count by 2s? 10, 12, 14, 16, ____
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Look at this pattern: 10, 20, 30, 40. Which counting pattern makes it?
counting by 2scounting by 10scounting by 5s
Each hand has 5 fingers. Count the fingers on hands: 15, 20, 25, ____.
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Skip Count by 2s, 5s, and 10s

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About this worksheet

Skip counting is the bridge between counting by ones and later multiplication, and it is one of the first places a first grader has to hold two ideas in mind together: the count word and the amount it represents. Counting by 2s means saying every other number; counting by 5s and 10s means jumping past several numbers each time without saying them aloud. Children often fall back on counting by ones under their breath, silently touching every value between the numbers given, which is slow and does not build the skill the page is teaching. This worksheet keeps the count word itself in play. Some items ask a child to continue counting forward from a number that is not a tidy multiple, such as counting by 2s starting at 7, so memorized landmark facts alone will not carry them through.

Other items give a finished sequence and ask which count made it, which checks whether a child notices the gap between numbers rather than reciting a memorized chant. Real objects, such as wheels on bicycles or crayons in a box, connect the abstract count to something countable. Watch for a child who lands one number too high or low right after crossing a multiple of ten; that usually means they lost track of the last number said, not that they misunderstood the skip amount.

What your child will learn

Count forward by 2s, 5s, and 10s starting from any number
Fill in a missing number inside a skip-counting sequence
Tell which skip count, 2s, 5s, or 10s, made a given sequence
Connect skip counting to real groups, like pairs of shoes or boxes of crayons

Worked example

Counting by 5s from 15: 15, 20, 25, 30. Each number is 5 more than the last, so after 25 comes 30.

Common mistake

Counting by ones under the breath instead of adding the skip amount, which gets the right number far too slowly, or losing track right after crossing a multiple of ten.

Helpful hint

Say the skip amount out loud, then add it to the last number you said.

Next skill: Tens and Ones Earlier: Count, Read, and Write to 120

Questions parents ask

What is the most common mistake with skip count by 2s, 5s, and 10s?