Give your young counters practice with skip counting and colors as they shade in number grids by 2s, 5s, and 10s. The three grids reach 50, and the first one is partially completed to give scholars an example. They follow directions by using a specific color for each grid. What patterns do they notice once they've finished? See if kids pick up on the fact that all the multiples of 10 are also multiples of five, but not vice versa. Why is this?