2, 5 and 10 Times Tables

• newEditor
• Math
• Primary Education

Saturday 19th September 2026

WALT: count in 2s, 5s and 10s

RECAP:ENGLISH

What did you learn in english ?

What are conjuctions?

name the 7

Success Criteria

Success Criteria – 2s, 5s and 10s Times Tables

• ⭐ I can count in 2s, 5s and 10s.

• ⭐ I can recognise patterns in the 2, 5 and 10 times tables.

• ⭐ I can use my times tables to solve multiplication questions.

• ⭐ I can use my times tables to solve simple division questions.

• ⭐ I can answer 2, 5 and 10 times-table questions quickly and accurately.

• ⭐ I can use what I know to solve simple word problems.

EXPLANATION

Here’s a little more informative, while still keeping it easy for Year 2:

In this lesson, we will learn and practise the 2, 5 and 10 times tables. We will learn how to count in 2s, 5s and 10s and notice the patterns in the numbers. We will use multiplication facts to solve problems and understand how multiplication and division are connected. By the end of the lesson, we will be able to use our 2, 5 and 10 times tables confidently to solve maths questions.

Fun with 2s, 5s and 10s

The user asked for colourful, neat and fun slides with videos, but this schema only supports slide content and images. Keep delivery lively and visual, and the teacher can add short video clips separately if desired.

Our learning goal

I can understand and recall the 2, 5 and 10 times tables, recognise repeated groups, and use them to answer simple multiplication facts.

What do you think of when you hear 2s, 5s and 10s?

Use this to surface familiar examples before teaching, such as socks, hands, fingers, coins, stickers, counting or pairs.

Counting in 2s

• 2, 4, 6, 8, 10

• We add 2 more each time

• Counting in 2s helps us build the 2 times table

Link to familiar pairs such as socks, shoes, or eyes. Emphasise that skip-counting is a quick way to count equal groups.

The 2 times table

• 1 × 2 = 2

• 2 × 2 = 4

• 3 × 2 = 6

• 4 × 2 = 8

• 5 × 2 = 10

Read these as '1 group of 2', '2 groups of 2', and so on. Keep the first set to 5 × 2 for KS1 pacing.

Pairs make even numbers

• The 2 times table makes even numbers

• Even numbers can be split into pairs

• 2, 4, 6, 8 and 10 are even

Helpful misconception check: children may know 'even' only as a counting word. Tie it to things that come in pairs.

Equal groups of 2

Three pairs of socks means 3 groups of 2.

That is 3 × 2 = 6.

Multiplication tells us how many are in equal groups.

Model with objects or pictures: 3 pairs = 6 socks. Keep the language 'groups of' consistent.

Which number is even?

A

5

B

8

C

9

D

15

Checks the idea from the 2 times table block that even numbers can be split into pairs.

Pairs and 2s

We can count in 2s by adding 2 each time. Three pairs of socks means 3 groups of 2. That makes 6 socks. Numbers in the 2 times table are even.

2s

pairs

6

even

5s

hands

8

odd

Echoes the socks example and the key vocabulary: 2s, pairs, 6, even.

Counting in 5s

• 5, 10, 15, 20

• We add 5 more each time

• Counting in 5s helps us build the 5 times table

Use hands as the familiar anchor: each hand has 5 fingers.

The 5 times table

• 1 × 5 = 5

• 2 × 5 = 10

• 3 × 5 = 15

• 4 × 5 = 20

• 5 × 5 = 25

A pattern in the 5 times table

• The answers end in 5 or 0

• 5, 10, 15, 20, 25

• The endings go 5, 0, 5, 0, 5

This pattern supports recall. Invite children to notice the last digit rather than recounting from 1 each time.

Groups of 5

• 2 hands = 2 groups of 5

• 2 × 5 = 10

• 4 hands = 4 groups of 5

• 4 × 5 = 20

You can also connect to 5p coins if pupils know them well.

What do answers in the 5 times table end with?

A

1 or 2

B

0 or 5

C

3 or 4

D

6 or 7

Tests the pattern taught on the nearby slide rather than simple counting only.

Hands and 5s

We count in 5s by adding 5 each time. A hand has 5 fingers. Two hands are 2 groups of 5, so 2 × 5 = 10.

5s

5

2

10

2s

10

4

15

Uses the familiar hands example from this subtopic.

Counting in 10s

• 10, 20, 30, 40

• We add 10 more each time

• Counting in 10s helps us build the 10 times table

Connect to place value if helpful: each jump is one more ten.

The 10 times table

• 1 × 10 = 10

• 2 × 10 = 20

• 3 × 10 = 30

• 4 × 10 = 40

• 5 × 10 = 50

A pattern in the 10 times table

• Every answer ends in 0

• 10, 20, 30, 40, 50

• The tens grow, but the ones stay 0

This is a strong visual and place-value pattern. Keep vocabulary simple: tens and ones.

Groups of 10

• 3 sets of 10 stickers = 3 × 10

• 3 × 10 = 30

• 5 sets of 10 coins = 5 × 10

• 5 × 10 = 50

Use any clear grouped objects: stickers, counters, coins, or blocks.

Which fact has an answer ending in 0?

A

3 × 5 = 15

B

4 × 2 = 8

C

2 × 10 = 20

D

5 × 5 = 25

Connects the 10 times table pattern to a concrete multiplication fact.

Counting in 10s

We count in 10s by adding 10 each time. In the 10 times table, every answer ends in 0. Three sets of 10 stickers means 3 × 10, and that makes 30.

10s

0

3 × 10

30

5s

5

3 × 5

20

Reinforces both the ending pattern and the grouped stickers example.

Match facts to groups

• The first number tells us how many groups

• The second number tells us how many in each group

Equal groups

What multiplication means

• 3 groups of 2 = 3 × 2 = 6

• 4 groups of 5 = 4 × 5 = 20

• 2 groups of 10 = 2 × 10 = 20

Keep the order consistent. Avoid switching to 'sets of' and 'lots of' too much once 'groups of' is introduced.

Arrays show rows

• An array is objects in rows

• 2 rows of 5 means 2 × 5 = 10

• 4 rows of 2 means 4 × 2 = 8

For this age, focus on reading simple arrays rather than introducing commutativity formally, though you may mention that turning the array still shows the same total.

Reading simple arrays

• 5 rows of 2 = 5 × 2 = 10

• 3 rows of 5 = 3 × 5 = 15

• 4 rows of 10 = 4 × 10 = 40

Use drawn dots, counters, or sticker rows if available.

In 4 × 5, what does the 4 tell us?

A

how many rows

B

how many ones

C

how many tens

D

how many pairs

Anchored to the slides explaining that the first number tells how many groups or rows.

Groups and arrays

The first number tells us how many groups. The second number tells us how many in each group. An array shows objects in rows. Five rows of 2 means 10 altogether.

groups

group

rows

10

pairs

hands

10s

15

Combines meaning of multiplication with reading simple arrays.

Word problem: pairs

Sam has 4 pairs of socks.

Each pair has 2 socks.

4 × 2 = 8 socks.

Stress the clue words '4 pairs' and 'each pair has 2'.

Word problem: hands

There are 3 hands.

Each hand has 5 fingers.

3 × 5 = 15 fingers.

Children may want to count all fingers one by one. Accept that, then connect back to groups of 5.

Word problem: stickers

A pack has 5 sets of 10 stickers.

That is 5 × 10.

There are 50 stickers.

This is a good place to reinforce the 10 times table pattern ending in 0.

What helps us answer quickly?

• Count in 2s, 5s or 10s

• Look for the pattern

• Find the equal groups

• Use a simple array if it helps

This slide ties the lesson together before the glossary. It resolves the central idea: these tables are quick because they have clear group and number patterns.

Sam has 4 pairs of socks. How many socks?

A

6

B

8

C

10

D

12

Direct application of the word problem slide: 4 groups of 2.

Quick ways to work it out

To answer quickly, we can count in 2s, 5s or 10s. We can also look for the pattern in the answers.

2s

5s

10s

pattern

3s

rows

even

20s

This summarises the final strategy slide before the glossary.

What is one thing you learned today?

Encourage short reflective answers about learning, such as a fact, pattern or strategy they will remember.

What helped you learn best?

Invite pupils to reflect on the support that worked best for them, for example counting in 2s, 5s or 10s, using groups, or using arrays.

How do you feel about 2s, 5s and 10s now?

Glossary

times table - a list of multiplication facts

count in 2s - add 2 each time

count in 5s - add 5 each time

count in 10s - add 10 each time

equal groups - groups with the same number in each one

multiply - find the total of equal groups

array - objects arranged in rows

Glossary

even number - a number that can be split into pairs

pair - a group of 2

row - objects in a line side by side

group - things put together

fact - something we know, such as 3 × 5 = 15