Free Teacher Package Dot to Dot Skip Count by 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

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Mister Reed
Grade Levels
2nd - 5th
Formats Included
  • PDF
14 pages
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Mister Reed
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These are not your mother's dot to dot puzzles

They skip count by 1s, 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, and 10s, and they begin at various start points, increasing the challenge. Click my store name for more puzzles. Each collection has at least 13 different puzzles, with "hard" and "easy" versions of most of them.

The Teacher Package is a FREE resource that guides you in using Dot to Dot number puzzles in your classroom. It includes detailed descriptions of how to use my unique puzzles, thumbnails of some of the puzzles available from Dot to Dot to Dot, and samples.

Incorporate these puzzles into your number sense, operations, and patterning instruction and assessment. Use them in whole class instruction, as part of your math centers, or for a fun but educational seasonal activity to do with your class.

Click here to see a video of how it works. Youtube Link

Also available

Christmas Collection

Halloween Collection

Valentine Collection

Holiday Collection

Easter Collection

Spring Summer Collection

If you like this resource, please share it using the Facebook button. Please leave a rating and review. Feedback is always welcome. You can also visit My Blog to read about what else I've been working on.



Total Pages
14 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.


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