Free Grade 3 Rules and Methods in Introducing Counterexamples Common Errors: Visual Models Lesson Plans
Free Grade 3 lesson plans for Rules and Methods in Introducing Counterexamples Common Errors: Visual Models: 12 real questions with a full answer key and worked solutions. Counting on means saying the next numbers in order, adding the same amount each time. Counting in 2s, 5s and 10s is the first step towards times tables.
Free
Higher
35 min
24
Learning objectives
Every objective is checkable, and each one maps to an activity and an assessment.
- RememberIdentify rules and methods in introducing counterexamples common errors: visual models
Identify rules and methods in introducing counterexamples common errors: visual models accurately in a familiar context.
Assessed by: Exit ticket of four short items
- UnderstandExplain rules and methods in introducing counterexamples common errors: visual models
Explain rules and methods in introducing counterexamples common errors: visual models accurately in a familiar context.
Assessed by: Exit ticket of four short items
- ApplyCalculate rules and methods in introducing counterexamples common errors: visual models
Calculate rules and methods in introducing counterexamples common errors: visual models accurately in a familiar context.
Assessed by: Exit ticket of four short items
- AnalyseCompare rules and methods in introducing counterexamples common errors: visual models
Compare rules and methods in introducing counterexamples common errors: visual models accurately in a familiar context.
Assessed by: Exit ticket of four short items
Prerequisites
Close these gaps first — each has its own free lesson, worksheet and quiz.
How Rules and Methods in Introducing Counterexamples Common Errors: Visual Models works
Counting on means saying the next numbers in order, adding the same amount each time. Counting in 2s, 5s and 10s is the first step towards times tables.
12 practice questions
Easy to hard, 24 marks in total. Try them first, then open the answers.
- 1.Count on in 1s: 7, 8, 9, 10, __, __[1]
- 2.Count on in 1s: 0, 1, 2, 3, __, __[1]
- 3.Count on in 1s: 6, 7, 8, 9, __, __[1]
- 4.Count on in 2s: 10, 12, 14, 16, __, __[1]
- 5.Count on in 2s: 22, 24, 26, 28, __, __[2]
- 6.Count on in 2s: 52, 54, 56, 58, __, __[2]
- 7.Count on in 5s: 100, 105, 110, 115, __, __[2]
- 8.Count on in 2s: 14, 16, 18, 20, __, __[2]
- 9.Count on in 5s: 10, 15, 20, 25, __, __[3]
- 10.Count on in 10s: 390, 400, 410, 420, __, __[3]
- 11.Count on in 5s: 30, 35, 40, 45, __, __[3]
- 12.Count on in 5s: 110, 115, 120, 125, __, __[3]
Show answers and working
1. 11, 12
Each number is 1 more than the one before. 10 + 1 = 11 11 + 1 = 12
2. 4, 5
Each number is 1 more than the one before. 3 + 1 = 4 4 + 1 = 5
3. 10, 11
Each number is 1 more than the one before. 9 + 1 = 10 10 + 1 = 11
4. 18, 20
Each number is 2 more than the one before. 16 + 2 = 18 18 + 2 = 20
5. 30, 32
Each number is 2 more than the one before. 28 + 2 = 30 30 + 2 = 32
6. 60, 62
Each number is 2 more than the one before. 58 + 2 = 60 60 + 2 = 62
7. 120, 125
Each number is 5 more than the one before. 115 + 5 = 120 120 + 5 = 125
8. 22, 24
Each number is 2 more than the one before. 20 + 2 = 22 22 + 2 = 24
9. 30, 35
Each number is 5 more than the one before. 25 + 5 = 30 30 + 5 = 35
10. 430, 440
Each number is 10 more than the one before. 420 + 10 = 430 430 + 10 = 440
11. 50, 55
Each number is 5 more than the one before. 45 + 5 = 50 50 + 5 = 55
12. 130, 135
Each number is 5 more than the one before. 125 + 5 = 130 130 + 5 = 135
Worked examples
Count on in 1s: 2, 3, 4, 5, __, __
- Each number is 1 more than the one before.
- 5 + 1 = 6
- 6 + 1 = 7
- Answer: 6, 7
Count on in 2s: 8, 10, 12, 14, __, __
- Each number is 2 more than the one before.
- 14 + 2 = 16
- 16 + 2 = 18
- Answer: 16, 18
Count on in 10s: 450, 460, 470, 480, __, __
- Each number is 10 more than the one before.
- 480 + 10 = 490
- 490 + 10 = 500
- Answer: 490, 500
Interactive practice
Free, no account required — answer on screen or print it.
Common mistakes
What learners typically get wrong, and how to fix it.
Says the starting number as the first count when counting on.
Correction: Point to the start number, then say the NEXT number as 'one'.
Loses the pattern when crossing a ten (e.g. 28, 29, 20).
Correction: Use a 100 square so the child sees the row change.
Teacher tips
- · Use a 100 square and colour each skip-count pattern in a different colour.
Parent tips
- · Count stairs in 2s or cars in 5s on a walk.
Real-life applications
- · Counting coins in 5s and 10s, counting pairs of socks in 2s.
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