Austen Siebenaler

Counting Lesson Plan Introduction Lesson topic: Skip Counting by 5s Length of Lesson: 90 minutes VA Standards of Learning The student will count by fives and tens to 100 (K4c) Context- This lesson will be taught after students are secure counting to 100 by ones; students have formerly developed a secure understanding of the one-to-one correspondence in counting units or objects, and students are able to recognize numerals. Global Themes Skip counting lays the foundation for multiplication. Content Objectives Students will: Count orally by 5s to 100 Arrange numbers in the correct sequence by 5s to 100 Assessment Aligned to Objectives Formative Assessment Students will: Count orally by 5s to 100 Arrange numbers in the correct sequence by 5s to 100 The teacher will look and listen for: Students orally counting by the correct number sequence to 100 (by 5s) Students individually will arrange numerals by 5s to 100 in the correct sequence Summative Assessment Students will count orally by 5s to 100: For this objective, students will take turns orally indicating which number comes next in an oral skip-counting exercise by 5s to 100 (at the Work With The Teacher/WWTT station) Students will arrange numbers in the correct sequence to 100 (by 5s): For this objective, students will individually arrange number cards by 5s to 100 (at the Work With The Teacher Station) Materials/Technology and Advanced Preparation Construction Paper Scissors Pencils Number Labels 1-5 (for hand prints) Clothes line and clothespins (enough for every student/handprint in the class) Computer/Projector or smart board for showing the counting by 5s video: http://www.schooltube.com/video/ 508a4884fbb70d1d6fbc/Blasting%20Off! Written Lyrics on Giant Post-it note for the Rocket Ship Race Counting Song from the above video Counting By 5s Cards to 100 (see attached cards), add magnet tape to the back to stick to board Draw a number line across the board 4 sets of 4 Dixie Cups labeled by 5s from 5-20. Place a set on each table with a manipulative. 4 sets of manipulatives: Counting Bears, Unifix Cubes, Straws, mini-erasers Hundreds Charts (2 Class Sets- one for Station 1 and one for WWTT Station) Bingo Markers Pony Beads Shoe laces (class set). Tie a knot on one end of each shoe lace. Card stock small number labels from 5-100 by 5s- hole punched for use at the Beads by 5 Station Computers with websites bookmarked Multi-colored paper Stickers and Stamps Labels from 5-100 by 5 for the Layered Look Book Hundreds Charts by 5s for each student Rocket Ship Exit Slips (see attached)

Austen Siebenaler

Teaching and Learning Sequence

TIME TEACHER ACTIONS Introduction/Anticipatory Set 10 min. Instruct students to have a seat at their desks Ask the students to use a pencil to trace one hand on the construction paper Instruct students to cut out the hand prints Ask students to count and label each finger on their hand from 1-5 Collect the hand prints from each table and gather students for whole group on the rug While clipping each hand print onto a clothesline, ask students to count the total number of fingers with you. Label each hand print sequentially (i.e. 5, 10, 15, 20, etc) before clipping it to the line. Once the handprints are all hung and the High Five Clothes Line is complete, ask students if there is an easier way to count the fingers rather than by one/each individual finger? Tell the students that today, we are going to start counting by units of five. State that to introduce counting by 5s, we are going to watch a short and silly video Lesson Development Whole Group Mini-Lesson 30 minut Show students the Rocket Ship Race Counting by es Fives Video: http://www.schooltube.com/video/508a4884fbb70 d1d6fbc/Blasting%20Off! Instruct students to recite the song from the video chorally, as the teacher indicates the written words on the board. During the songs choral count-off, the teacher will point to the corresponding numerals on the High Five Clothesline. Instruct the students to recite the Rocket Ship Race song a second time, as the teacher indicates the numerals on the hundreds chart. This time, instruct the students to go around the circle and count off individually. After reviewing the song, ask students a few follow-up comprehension questions. Was it hard to count by fives? Do you notice any patterns when counting by five? Indicate that when counting by fives, all of the numbers take turns ending in 0 and 5 Using a set of the pencil/number cards from 0-100 by 5s, distribute a card to each student. Ask students to help you make a human number line. Which number comes first? Which is next? Etc. While helping arrange the numbers in sequence, students should arrange themselves in line from 5 to 100. Once the students are arranged in the correct ascending order, instruct students to count-off by reciting their respective number in the sequence. After the oral count-off, instruct students one-byone to place their numbers in sequence on the STUDENT ACTIONS

Students return to their desks Students trace their hands onto construction paper Students cut out their hand prints and count/label fingers from 1-5 Students turn in their handprints and have a seat on the rug for whole group instruction Students count the fingers as each hand print is clipped to the High Five Clothesline Students discuss the ways that they could count the fingers from all of the hands

Students watch the Rocket Ship Race Counting Video Students sing along to the Rocket Ship Race Counting Video Students sing the Rocket Ship Race Counting song without the video and count off by 5s Students dicuss patterns in counting by 5 Students order themselves in sequence based upon the number card that they receive- creating a human number line Students count-off in sequence Students order the numbers on a number line on the board

Students return to their tables Students count and sort manipulatives into Dixie Cups by groups of five Students discuss what they notice about the groups of five.

Austen Siebenaler

45 minut es

number line on the board. Instruct students to return to their tables. Explain that at each table there are Dixie cups labeled from 5 to 20 by 5s as well as containers of manipulatives (unifix cubes, mini-erasers, straws, and mini-bears). Ask the student to sort the manipulatives into the cups by their respective values. Give students five minutes to count and sort their manipulatives. Monitor student work and assist as needed. Once the students have completed sorting, ask them what they notice about the groups of five. Ask students how they sorted- Did anyone make groups of five in order to make a group of 20? Tell students that they will now be breaking into their Daily 5 Math Stations Explain and model math stations and direct students to their groups to begin. Students will spend 15 minutes at each station, so we will rotate through 3 stations during this session. Small Group Work: There will be 5 stations: Station 1: Bingo Stamper Hundreds Chart At station 1, students will complete an activity sheet independently which they will place inside their math folder. The activity sheet is a hundreds chart. Students will use the bingo markers at this station to count by fives on the hundreds chart and dot the board/chart on each number that gets counted. Once students have marked their boards up to 100, they may complete former folder assignments, or attempt to count by a different number (e.g. 2 or 10) using a different colored marker. Station 2: Beads by 5s At Station 2, students will count and sort pony beads into groups of five. Then students will string the beads on shoe laces that already have a knot tied at the end. After each set of 5, students will thread the number indicator bead (a piece of card stock with a hole punched through). Each card stock bead is printed with a number from 5-100. Students should place the number indicator beads sequentially after each set of five pony beads has been threaded. They may refer to a ready-made sample. Station 3: I Can Skip Count by 5s Foldable At station 3, students will create a layered look book with 10 folds. Students will glue number labels from 5-50 (by 5) on each fold. There are stamps and stickers at this station. Students will add five stamps and/or stickers on each layer of their book, so that the total number of stamps/stickers when the book is created equals 50. Station 4: Computer Station: At the computer station, students will have a choice between two games, which provide practice counting by fives: http://members.learningplanet.com/act/count/free. asp

Small Group Work: Students will use bingo stampers to mark the numbers that are counted when skip-counting by fives on their Hundreds Charts. Students who finish can try to determine what number would come after 100, and/or work ahead in their math folder(s).

Students will sort and lace pony beads on shoelaces in groups of five. After every five beads, students will place a card stock number bead indicating how many beads are on the lace so far.

Students will create a look book foldable counting by 5s up to 50 using stamps and stickers. Once the first foldable is complete, students can work on a second look book from 55-100.

Students will play the bookmarked counting games on the computers Students will work with the teacher to count off by 5s and sequence number cards individually by 5s to 100.

Austen Siebenaler

http://pbskids.org/curiousgeorge/busyday/fives/ Station 5: WWTT At the Work With The Teacher station, students will practice counting by 5s by participating in an oral count off. Going in a circle, each student in the group and the teacher will verbally indicate the next number in the sequence counting by 5s to 100. Students will cut out cards from 5-100 and order them sequentially. The teacher will monitor and note student progress. The teacher will ask individuals questions, such as when counting by 5, what comes after 55? The teacher will note how the student arrives at their response. Once all of the students in a group have ordered their numbers, the students will chorally count together by 5s to 100. Gather students on rug Review the Rocket Ship Race Song by reciting the words and chorally counting by 5s Instruct students to return to their seats and distribute exit slip rocket ships Instruct students to individually fill-in the missing numerals. They may use the High Five Clothes Line as a reference. Students will return to the rug Students will sing along to the rocket ship race counting song and orally count-off by 5s Students will return to tables Students will complete the Rocket Ship Exit slip- fill in the blanks (see attached).

Closure

5 minut es

Homework (If applicable) References

http://printables.atozteacherstuff.com/download/back-to-school/backtoschool5skipnumbers-colored.pdf http://www.teacherspayteachers.com/Product/5-4-3-2-1-Blast-Off-226367 http://firstgradefanatics.blogspot.com/search/label/counting%20by%205%27s

Austen Siebenaler

Lesson Organizer Prior Knowledge and NEW Instructional Content Prior Knowledge: Before this lesson, students have learned to count to 100 by ones. Students have learned the one-to-one correspondence applied in counting objects, as well as the cardinality principle. New Instructional Content: Skip counting is counting by numbers other than one, specifically counting by 2s, 5s, 10s, and 20s. The patterns applied during skip counting are fundamental in the development of early arithmetic abilities, multiplication, time telling, and money math.

Instructional Modifications to ASSIST Students For students who are struggling, the number cards/labels could also contain tally marks and other indicators of the numeral. Combine groups of students who can assist each other for stations and within the seating chart, so that groups can work together to count out the manipulatives for the whole group activity, and students can help each other at the stations. The teacher will listen and assist students who have additional questions/need additional support.

Main Events of Instruction -Create the high-give clothesline -Watch and sing-a-long to Rocket Ship Race Counting Video -Create a human number line -Oral count-off -Create number line by 5s on the board -Table Work: students count manipulatives into groups of five and sort into Dixie cups -Students divide into groups and move between centers: Bingo Marker Hundreds Chart, Beads by 5, Foldable Station, Computer Station, Work With the Teacher Station -Rocket Ship Exit Slip

Instructional Modifications to CHALLENGE Students Students who are capable of writing the numerals for the hand print and layered look book activities should be encouraged to do so. Students who finish their Hundreds Chart Bingo Card Activity should work ahead in their math folder (specific challenge folder activities for advanced students). Students who need an extra challenge should make a second Layered Look Book from 55-100 by 5s. Students who work ahead could also work on counting above 100 by 5s.