### Video Transcript

The students are counting in 50s. 50, 100, what, 200, 250, what. What number did Emma say? What number should Daniel say?

The six students that we can see in the picture are counting in 50s. They skip counting, which means they’re not saying any of the numbers in between. They’re just counting every 50. Did you notice two of the children have question marks in their speech bubbles? We don’t know what numbers they say. Perhaps we can count in 50s too to find out. Let’s get your number line to help us. We’ll start with zero. Now, let’s count in 50s, 50, 100. Now, what’s 50 more than 100? 150. 200, 250, what’s 50 more than 250? 300. Did you notice a pattern as we said those numbers? We go from numbers that end in fifty to numbers that end in hundred. 50, 100, 150, 200, 250, 300.

Now, we’ve counted in 50s. Let’s answer the questions. What number did Emma say? Emma’s number is larger than 100. It’s 50 more than 100, and it’s smaller than 200. It’s 50 smaller than 200. Emma’s number is 150. 50, 100, 150. Our second question asks us, what number should Daniel say? Daniel’s number comes after 250. So, it must be 50 more than 250. The number that’s 50 more than 250 is 300. So, Daniel must say the number 300. 150, 200, 250, 300. We counted in 50s to help us find the answers. 50, 100, 150. The number that Emma says is 150. 200, 250, 300. The number that Daniel should say is 300.