Skip Counting Practice

Ages 5–7 · 12 minutes · Math

Skip along to count wings on birds and the value of coin!

Students practice skip counting by twos, fives, and tens. Number lines are used as an occasional resource to help with the goal of building intuition for counting quickly when objects are grouped.

This lesson is best if taken after Skip Counting with Number Lines, though it is not required.

Part of

Number Lines

Standards alignment

Common Core State Standards

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Alabama

MA19.1.20 — Identify pennies and dimes by name and value.
MA19.2.7 — Count within 1000 by ones, fives, tens, and hundreds.
MA19.1.9 — Reproduce, extend, and create patterns and sequences of numbers using a variety of materials.
MA19.2.24b — Find the value of a collection of quarters, dimes, nickels, and pennies.
MA19.K.1 — Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

Alaska

1.CC.1 — Skip count by 2s and 5s.
1.MD.6 — Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter).
2.NBT.2 — Count up to 1000, skip-count by 5s, 10s and 100s.
K.CC.1 — Count to 100 by ones and by tens.
1.CC.4 — Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.

Arizona

1.NBT.A.1 — Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.
1.MD.B.3b — Identify coins by name and value (pennies, nickels, dimes and quarters).
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately. See Table 1.
MP7 — Look for and make use of structure.

Arkansas

1.GM.7 — Count collections of like coins including pennies, nickels, and dimes to determine their total value up to 100 cents.
1.NPV.2 — Skip count forward by multiples of fives within 120.
1.NPV.1 — Count forward and back within 120 by ones and tens from any given whole number.
1.GM.6 — Identify coins by name and value, including penny, nickel, dime, and quarter.

California

2.NBT.A.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Colorado

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and three pennies, how many cents do you have?
K.CC.A.1 — Count to 100 by ones and by tens.
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Connecticut

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Delaware

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP7 — Look for and make use of structure.
K.CC.A.1 — Count to 100 by ones and by tens.

Florida

MA.1.NSO.1.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100.
MA.1.M.2.3 — Find the value of combinations of pennies, nickels and dimes up to one dollar, and the value of combinations of one, five and ten dollar bills up to 100. Use the ¢ and symbols appropriately.
MA.K.NSO.2.1 — Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20.

Georgia

1.PAR.3.2 — Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.
2.MDR.6.2 — Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NR.1.2 — Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0.
K.NR.2.1 — Count forward to 100 by tens and ones and backward from 20 by ones.
K.NR.1.4 — Identify pennies, nickels, and dimes and know their name and value.

Hawaii

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Idaho

1.NBT.A.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by twos to 20, by fives to 100, and by tens to 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.MD.D.5 — Identify quarters, dimes, and nickels and relate their values to pennies. Find equivalent values (e.g., a nickel is equivalent to five pennies).
2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number
1.MP.7 — Look for and make use of structure.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole-dollar amounts.

Illinois

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP.7 — Look for and make use of structure.

Indiana

1.NS.1 — Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. (E)
1.M.3 — Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes.
2.NS.1 — Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. (E)
1.CA.4 — Create, extend, and give an appropriate rule for number patterns using addition within 100.

Iowa

2.NBT.A.2 — Count forward and backward within 1,000; skip-count forward and backward by 5s, 10s, and 100s.
1.MD.IA.B.1 — Identify pennies and dimes and their values. Count a mixed collection of dimes and pennies to determine the cent value (total not to exceed 100 cents).
K.CC.A.1 — Count to 100 by ones and by tens.
SMP7 — Look for and make use of structure.

Kansas

2.NBT.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns.
2.MD.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (Do not use decimal point, if showing 25 cents, use the word cents or ¢). For example: If you have 2 dimes and 3 pennies, how many cents do you have?
2.MD.9 — Identify coins and bills and their values.
MP.7 — Look for and make use of structure.

Kentucky

KY.2.NBT.2 — Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s.
KY.1.MD.3.b — Identify the coins by values (penny, nickel, dime, quarter).
KY.K.CC.1.a — Count to 100 by ones and by tens.
MP8 — Look for and express regularity in repeated reasoning.

Louisiana

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
1.MD.D.5 — Determine the value of a collection of coins up to 50 cents. (Pennies, nickels, dimes, and quarters in isolation; not to include a combination of different coins.)
K.CC.A.1 — Count to 100 by ones and by tens.
K.MD.C.4 — Recognize pennies, nickels, dimes, and quarters by name and value (e.g., This is a nickel and it is worth 5 cents.)
MP7 — Look for and make use of structure.

Maine

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting at any number. (For example, 37, 47, 57 or 328, 428, 528, etc.)
1.NBT.B.2c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
K.CC.A.1 — Count to 100 by ones and by tens
1.MD.D.5 — Identify the coins and each corresponding value. (e.g. penny, nickel, dime, and quarter)

Maryland

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP7 — Look for and make use of structure.
K.CC.A.1 — Count to 100 by ones and by tens.

Massachusetts

2.NBT.A.2 — Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)
MP.8 — Look for and express regularity in repeated reasoning.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Michigan

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP7 — Look for and make use of structure.
K.CC.A.1 — Count to 100 by ones and by tens.

Minnesota

1.1.2.3 — Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.
1.3.2.3 — Identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar.
1.2.1.1 — Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. For example: Describe rules that can be used to extend the pattern 2, 4, 6, 8, □, □, □ and complete the pattern 33, 43, □, 63, □, 83 or 20, □, □, 17.

Mississippi

1.MD.5.c — Count like U.S. coins up to the equivalent of a dollar.
2.NBT.2 — Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number.
1.MD.5.a — Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1).
K.CC.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Missouri

1.NS.A.4 — Count by 5s to 100 starting at any multiple of five.
2.RA.B.2.a — Count by 2s to 100 starting with any even number.
1.GM.C.9 — Know the value of a penny, nickel, dime and quarter.
K.NS.A.1 — Count to 100 by ones and tens.
2.GM.D.12 — Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately.

Montana

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Nebraska

1.G.3.b — Count collections of like coins (penny, nickel, and dime) relating to patterns of counting by 1s, 5s, and 10s.
1.N.2.d — Understand patterns of skip counting by 2s, 5s, and 10s.
1.G.3 — Time and Money: Students will solve problems with coins and tell time to the half hour.
1.N.2 — Counting and Cardinality: Students will understand the relationship between numbers and quantities to extend the counting sequence.

Nevada

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

New Hampshire

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

New Jersey

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
K.CC.A.1 — Count to 100 by ones and by tens.
7 — Look for and make use of structure.

New Mexico

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

New York

NY-2.NBT.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
MP.7 — Look for and make use of structure.
NY-1.MD.3.c — Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents).
NY-K.CC.1 — Count to 100 by ones and by tens.

North Carolina

NC.2.NBT.2 — Count within 1,000; skip-count by 5s, 10s, and 100s.
MP.8 — Look for and express regularity in repeated reasoning.
NC.2.MD.8 — Solve word problems involving: • Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. • Whole dollar amounts, using the $ symbol appropriately.
NC.K.CC.1 — Know number names and recognize patterns in the counting sequence by: • Counting to 100 by ones. • Counting to 100 by tens.
NC.1.MD.5 — Identify quarters, dimes, and nickels and relate their values to pennies.

North Dakota

1.NO.CC.5 — Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts.
1.GM.M.5 — Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
2.NO.CC.4 — Skip count forward and backward by 2s and 100s and recognize the patterns of skip counts.
1.GM.M.4 — Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny.

Ohio

2.MD.8.b — Find the value of a collection of quarters, dimes, nickels, and pennies.
2.NBT.2 — Count forward and backward within 1,000 by ones, tens, and hundreds starting at any number; skip-count by 5s starting at any multiple of 5.
1.MD.3.b — Identify pennies and dimes by name and value.
MP.7 — Look for and make use of structure.
1.OA.5 — Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.

Oklahoma

1.N.1.4 — Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
1.N.4.3 — Determine the value of a collection of pennies, nickels, or dimes up to one dollar, counting by 1s, 5s, and 10s.
1.N.1.5 — Count forward, without objects, by multiples of 1s, 2s, 5s, and 10s, up to 100.
1.A.1.1 — Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes).

Oregon

2.NBT.A.2 — Count within 1000; skip-count by 5's, 10's, and 100's.
2.GM.D.11 — Solve problems in authentic contexts involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and c (cents) symbols appropriately.
K.NCC.A.1 — Orally count to 100 by ones and by tens in sequential order.
MP7 — Look for and make use of structure.

Pennsylvania

CC.2.1.2.B.2 — Use place-value concepts to read, write, and skip count to 1000.
CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.
CC.2.4.2.A.3 — Solve problems and make change using coins and paper currency with appropriate symbols.

Rhode Island

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.
1.MD.D.5 — Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems (up to 100¢).
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)
MP7 — Look for and make use of structure.

South Carolina

1.NSBT.1b — Extend the number sequence to count by fives and tens to 100, starting at any number.
1.PS.7b — Recognize mathematical repetition in order to make generalizations.
2.MDA.7 — Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ȼ symbol.

South Dakota

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s, starting from any number in its skip counting sequence.
1.MD.B.5 — Identify nickels and understand that five pennies can be thought of as a nickel. Identify dimes and understand ten pennies can be thought of as a dime. Count the value of a set of coins comprised of pennies, nickels, and dimes.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Tennessee

1.MD.B.4 — Count the value of a set of like coins less than one dollar using the ¢ symbol only.
1.NBT.A.1 — Count to 120, by ones, twos, and fives starting at any multiple of that number. Count backward from 20. Read and write numbers to 120 and represent a quantity of objects with a written number.
2.NBT.A.2 — Recognize, describe, extend, and create patterns when counting by ones, twos, fives, tens, and hundreds and use those patterns to predict the next number in the counting sequence up to 1000 through counting. For example: 111, 113, 115, ...; 82, 84, 86, ...; 370, 380, 390. ; 100, 200, 300,…; etc.
K.CC.A.1 — Count to 100 by ones, fives, and tens. Count backward from 10.

Texas

1.4C — use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
1.5B — skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

Utah

2.NBT.2 — Count within 1,000; skip-count by fives, tens, and hundreds.
1.MD.5 — Identify the values of pennies, nickels, dimes and quarters and know their comparative values. (For example, a dime is of greater value than a nickel.) Use appropriate notation to designate a coin’s value. (For example, 5¢.)
2.MD.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For example, if you have 2 dimes and 3 pennies, how many cents do you have?
2.MP.7 — Look for and make use of structure.
K.CC.1 — Count to 100 by ones and by tens.

Vermont

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.

Virginia

1.NS.1c — Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
1.NS.1d — Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools (e.g., beaded number strings, number paths [a prelude to number lines], 120 chart).
1.NS.1g — Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents or less.
1.NS.1 — The student will utilize flexible counting strategies to determine and describe quantities up to 120. Students will demonstrate the following Knowledge and Skills:

Washington

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MP7 — Look for and make use of structure.
K.CC.A.1 — Count to 100 by ones and by tens.

Washington, D.C.

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
K.CC.A.1 — Count to 100 by ones and by tens.
MP7 — Look for and make use of structure.
2.OA.C.3 — Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

West Virginia

M.1.9 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Skip count to 120 by 2's. Skip count to 120 by S's and lO's.
M.1.18 — Identify the value of coins and use dimes and pennies to model the relationship between money and place value (e.g., exchange 10 pennies for 1 dime or exchange 10 dimes for 1 dollar).
M.2.7 — Count within 1000 and skip-count by 5s, 10s and 100s.
MHM7 — Look for and make use of structure.

Wisconsin

M.2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and hundreds.
M.2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
M.K.CC.A.1 — Count to 100 by ones and by tens.

Wyoming

1.MD.I.3.B — Identify U.S. coins by value (pennies, nickels, dimes, quarters).
2.NBT.D.2 — Skip-count by 10s and 100s within 1000 starting at any given number.
2.OA.C — Work with equal groups of objects to gain foundations for multiplication.
K.CC.A.1.A — Count to 100 by ones and by tens.
2.MD.H.8 — Solve word problems up to 10 involving dollar bills, quarters, dimes, nickels, and pennies, using (dollars) and ¢ (cents) symbols appropriately.