Chapter 9: Skip Counting by 5
Learn Grade 1 mathematics from very beginner explanations through worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Skip Counting by 5 with simple language, step-by-step reasoning, and original worked examples. Math words are explained in simple Grade 1 language.
Key Technical Terms
- Making groups of 5 (a Grade 1 idea used in this chapter)
- Counting by 5 to 25 (a Grade 1 idea used in this chapter)
- Counting by 5 to 50 (a Grade 1 idea used in this chapter)
- Finding missing numbers by 5s (a Grade 1 idea used in this chapter)
- Using fingers to count by 5 (a Grade 1 idea used in this chapter)
- Using a number line by 5s (a Grade 1 idea used in this chapter)
- Counting nickels as groups of five cents (a Grade 1 idea used in this chapter)
- Predicting the next number by 5 (a Grade 1 idea used in this chapter)
- Comparing counting by 1 and 5 (a Grade 1 idea used in this chapter)
- Skip counting by 5 review (a Grade 1 idea used in this chapter)
How to Learn This Chapter
Read or listen to the explanation, use objects or pictures when helpful, follow one step at a time, and try the example again before checking the answer.
9.1 Making groups of 5
Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Making groups of 5 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Making groups of 5.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Making groups of 5.
Worked Example 3
Problem: Which tool could help with Making groups of 5?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Making groups of 5?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Making groups of 5 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Making groups of 5 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Making groups of 5 with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Making groups of 5 best through concrete examples and clear words.
Answer: A correct simple example of Making groups of 5.
Worked Example 7
Problem: Show Making groups of 5 with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Making groups of 5 best through concrete examples and clear words.
Answer: A correct simple example of Making groups of 5.
Worked Example 8
Problem: Show Making groups of 5 with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Making groups of 5 best through concrete examples and clear words.
Answer: A correct simple example of Making groups of 5.
Worked Example 9
Problem: Show Making groups of 5 with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Making groups of 5 best through concrete examples and clear words.
Answer: A correct simple example of Making groups of 5.
Worked Example 10
Problem: Show Making groups of 5 with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Making groups of 5 best through concrete examples and clear words.
Answer: A correct simple example of Making groups of 5.
Practice Exercise
Create one small question about Making groups of 5. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.2 Counting by 5 to 25
Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Counting by 5 to 25 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Counting by 5 to 25.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Counting by 5 to 25.
Worked Example 3
Problem: Which tool could help with Counting by 5 to 25?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Counting by 5 to 25?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Counting by 5 to 25 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting by 5 to 25 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Counting by 5 to 25. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.3 Counting by 5 to 50
Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Counting by 5 to 50 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Counting by 5 to 50.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Counting by 5 to 50.
Worked Example 3
Problem: Which tool could help with Counting by 5 to 50?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Counting by 5 to 50?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Counting by 5 to 50 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting by 5 to 50 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Counting by 5 to 50. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.4 Finding missing numbers by 5s
Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Finding missing numbers by 5s mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Finding missing numbers by 5s.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Finding missing numbers by 5s.
Worked Example 3
Problem: Which tool could help with Finding missing numbers by 5s?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Finding missing numbers by 5s?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Finding missing numbers by 5s in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Finding missing numbers by 5s can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Finding missing numbers by 5s. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.5 Using fingers to count by 5
Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Using fingers to count by 5 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Using fingers to count by 5.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Using fingers to count by 5.
Worked Example 3
Problem: Which tool could help with Using fingers to count by 5?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Using fingers to count by 5?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Using fingers to count by 5 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using fingers to count by 5 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Using fingers to count by 5. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.6 Using a number line by 5s
Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Using a number line by 5s mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Using a number line by 5s.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Using a number line by 5s.
Worked Example 3
Problem: Which tool could help with Using a number line by 5s?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Using a number line by 5s?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Using a number line by 5s in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using a number line by 5s can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Using a number line by 5s. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.7 Counting nickels as groups of five cents
Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Counting nickels as groups of five cents mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Counting nickels as groups of five cents.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Counting nickels as groups of five cents.
Worked Example 3
Problem: Which tool could help with Counting nickels as groups of five cents?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Counting nickels as groups of five cents?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Counting nickels as groups of five cents in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Counting nickels as groups of five cents can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Counting nickels as groups of five cents. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.8 Predicting the next number by 5
Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Predicting the next number by 5 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Predicting the next number by 5.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Predicting the next number by 5.
Worked Example 3
Problem: Which tool could help with Predicting the next number by 5?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Predicting the next number by 5?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Predicting the next number by 5 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Predicting the next number by 5 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Predicting the next number by 5. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.9 Comparing counting by 1 and 5
Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Comparing counting by 1 and 5 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Comparing counting by 1 and 5.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Comparing counting by 1 and 5.
Worked Example 3
Problem: Which tool could help with Comparing counting by 1 and 5?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Comparing counting by 1 and 5?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Comparing counting by 1 and 5 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing counting by 1 and 5 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Comparing counting by 1 and 5. Show it with objects, a picture, or numbers, then check by counting or comparing again.
9.10 Skip counting by 5 review
Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Skip counting by 5 review mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Skip counting by 5 review.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Skip counting by 5 review.
Worked Example 3
Problem: Which tool could help with Skip counting by 5 review?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Skip counting by 5 review?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Skip counting by 5 review in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Skip counting by 5 review can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Skip counting by 5 review. Show it with objects, a picture, or numbers, then check by counting or comparing again.
Chapter Notes, Practice, and Common Mistakes
Chapter Notes
- Read or listen to the question before solving.
- Use objects, a drawing, ten frame, number line, table, graph, or simple number sentence when useful.
- Explain your thinking and check by counting, comparing, or using another simple model.
Extra Practice
- Create and solve one original problem about Making groups of 5.
- Create and solve one original problem about Counting by 5 to 25.
- Create and solve one original problem about Counting by 5 to 50.
- Create and solve one original problem about Finding missing numbers by 5s.
- Create and solve one original problem about Using fingers to count by 5.
- Create and solve one original problem about Using a number line by 5s.
Common Mistakes
- Skipping the meaning and trying to memorize a rule only.
- Using the wrong operation because the question was not read completely.
- Ignoring units, labels, place values, or the context of the problem.
- Not estimating or checking whether the final answer is reasonable.
30 Review Questions and Answers
Q1. What is the main idea in Making groups of 5?
Answer: Making groups of 5 is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q2. What is the main idea in Counting by 5 to 25?
Answer: Counting by 5 to 25 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q3. What is the main idea in Counting by 5 to 50?
Answer: Counting by 5 to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q4. What is the main idea in Finding missing numbers by 5s?
Answer: Finding missing numbers by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q5. What is the main idea in Using fingers to count by 5?
Answer: Using fingers to count by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q6. What is the main idea in Using a number line by 5s?
Answer: Using a number line by 5s helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q7. What is the main idea in Counting nickels as groups of five cents?
Answer: Counting nickels as groups of five cents helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q8. What is the main idea in Predicting the next number by 5?
Answer: Predicting the next number by 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q9. What is the main idea in Comparing counting by 1 and 5?
Answer: Comparing counting by 1 and 5 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q10. What is the main idea in Skip counting by 5 review?
Answer: Skip counting by 5 review helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q11. Why is it useful to use counters or drawings?
Answer: They make the quantities visible and help you understand before using only numbers.
Q12. Why should you count carefully?
Answer: Careful counting means each object is counted once and no object is missed.
Q13. What can you do if a problem feels hard?
Answer: Use smaller numbers, draw a picture, use objects, and solve one small step at a time.
Q14. Why should both sides of an equals sign match?
Answer: The equals sign means the two sides have the same value.
Q15. How can a number line help?
Answer: It shows number order and can help you count forward or backward.
Q16. How can a ten frame help?
Answer: It organizes objects into groups that make numbers and addition easier to see.
Q17. Why are equal shares important?
Answer: Equal shares make fair groups or equal parts.
Q18. How do patterns help us predict?
Answer: A pattern rule tells us what should come next.
Q19. Why do we label a graph or table?
Answer: Labels tell us what the information represents.
Q20. How can you describe a shape?
Answer: Talk about its sides, corners, flat or curved surfaces, and other visible attributes.
Q21. How can you compare two objects?
Answer: Choose one attribute, such as length, mass, or capacity, and compare that same attribute.
Q22. Why is a calendar useful?
Answer: It organizes days, weeks, months, dates, and events.
Q23. Why does money have different values?
Answer: Different coins and bills represent different amounts of money.
Q24. Why should you explain your answer?
Answer: Explaining shows how you thought about the problem and helps you check your reasoning.
Q25. What should you do after a mistake?
Answer: Look at the step again, fix it, and try a similar example.
Q26. How can you be a confident math learner?
Answer: Use positive self-talk, try a strategy, ask questions, and remember that mistakes help you learn.
Q27. When should you use a picture?
Answer: Use a picture when it helps you see quantities, shapes, positions, or a story problem.
Q28. When should you use objects?
Answer: Use objects when you want to count, join, take away, share, sort, or compare in a hands-on way.
Q29. How can you check addition?
Answer: Recount the combined objects or use another model.
Q30. How can you check subtraction?
Answer: Put the taken-away part and the part left back together to see if they make the starting amount.