Skip Counter X/÷

Uses repeated adding, additive doubling, or skip counting to solve multiplication and for measurement division (finding out how many groups) problems. Uses trial and error for partitive division (finding out how many in each group). Predicts, demonstrates, and justifies outcomes of equipartitioning collections.


You may see this:

Linked Image to Sign In/Sign Up page

Other Examples:

  • Given 20 blocks, 4 to each person, and asked how many people, skip counts by 4, holding up one finger for each count of 4.
  • Given 20 blocks, 5 people, and asked how many should each get, gives 3 to each, then 1 more.

Help your student become a(n) Skip Counter X/÷

ities pose situations that facilitate children using skip counting and related strategies to solve multiplication problems and "measurement division" problems (e.g., how many groups could you make with this many if you have 4 in each group–see the right column in the "Common Multiplication and Division Situations" document in Resources). We can think of this as _ X 6 = 24. Discussions of the situations and of children's solution strategies are essential for building both concepts and skills.

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.