MathematicsCounting & CardinalityAges 8–9

Counting in 6s

Count in multiples of 6, 7, 9, 25, and 1000

Lesson

Set out your lesson

Build counting sequences by adding a constant step.

Before teaching

Activity

Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.

Policy

Check readiness rather than assuming source graph order establishes attainment.

Printer, credit, and teaching notes

Instructions

Use scrap paper as a number strip. Keep completed model strips aside during Try.

No Printer

Use the supplied stage cards on screen or scrap paper; adult key stays separate.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

Next: Show

Adult extras

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Count in multiples of 6, 7, 9, 25, and 1000
Bounded objective: Build counting sequences by adding a constant step. Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.
partial: Recite the multiples of 6 from 0 to at least 72
Complete 6-step sequence to 72 offered, but modelled start means no fresh recall claim.
partial: Recite the multiples of 7 from 0 to at least 84
Complete 7-step sequence to 84 offered after guided start.
partial: Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000
Complete 25 and 1000 sequences offered; supported computation/recitation modes recorded.
partial: Can {{name}} count in sevens — 7, 14, 21, 28 — or in nines, or in 25s when thinking about coins, or in 1000s when talking about distances like kilometres?
Try offers extended-rehearsed-calculation for the bounded objective; it does not establish every part of the source assessment. Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.

Sequence generation is not proof of fluent memory; starting examples were modelled and guided. All requested steps have an opportunity, not mastery.

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Teaching approaches

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1 approach

Selected Default Gakuva

Build counting sequences by adding a constant step.

Family records and proof options

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

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Learning resources

Extra practice links — they do not replace Gakuva’s teaching approach.

Illustrative Mathematics · Practice link — not the full lesson

Multiples of 3, 6, and 7

Open practice(new tab)

Before you open · source notes

Multiples of 3, 6, and 7 support counting in sixes. Not every prime-factor list.

Free, no sign-in. A teacher solution is on the same page, so use the student view with your child.

Before you open

Ask the learner to say the next two multiples of 6 after a starting number.

Opening this link does not save learning or assess mastery.

Source, access and review notes

Public Illustrative Mathematics task page. The .html address responds HTTP 308 to this URL. An anonymous GET of this URL on 2026-11-12 returned HTTP 200 with no login or payment prompt. Where a teacher solution is present, it is on the same page as the student task; this check did not find a separate locked student view. An adult can use the student view section and should not read a solution aloud. Advertising was not observed in the fetched HTML text; that is not a browser, device, or ad-free guarantee. This is a paper or discussion task, not an automatically marked interactive game. Opening the link does not save practice or assess mastery. Diagrams on the page use missing or filename-only alt text, so they are not an accessible image equivalent. Accessibility still depends on an adult describing the picture.

Illustrative Mathematics. “Multiples of 3, 6, and 7.” Licensed CC BY-NC-SA 4.0. External task; Gakuva does not copy, host, embed, or redistribute it.

CC BY-NC-SA 4.0 — link only

Check understanding

Recite the multiples of 6 from 0 to at least 72
Recite the multiples of 7 from 0 to at least 84
Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000

“Can your child count in sevens — 7, 14, 21, 28 — or in nines, or in 25s when thinking about coins, or in 1000s when talking about distances like kilometres?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Counting & Cardinality
Age range: Ages 8–9

Standards

uk-nc-2013:Ma/KS2/Y4/NPV/1