Time Lesson Content Teaching Approaches

9.00-9.05



9.05-9.20
























9.20-9.40








9.40-9.45

Class begins with discussion and questioning between the teacher and
students, revisiting previous lesson outcomes to determine what students
remember.

Advise students this lesson will help them to skip count by 2s, 5s and 10s.

MAIN
ACTIVITY 1: Ask students:
1. What ways might we count things, other than counting by 1? (Students
to identify that they can count by 2s, 5s, and 10s)
2. Does any student know what this method of counting is called?
(Students develop a knowledge of the term skip counting)
3. What is skip counting? (View PPT presentation Number line 2, 5, and
10) (Students determine skip counting means adding a certain number to the
previous one, to make multiples of that number)
skip counting by 2 means we add + 2 to the last number
4. If we skip count by 5, how much do we add to the last number?
(Students determine we add + 5 to the last number)
5. If we skip count by 10, how much do we add to the last number?
(Students determine we add + 10 to the last number)
6. Why might we use skip counting? (So we can count things faster; helps
us to learn number patterns; learn multiples of a number)







7. Are there other ways can we say/show that mean add (+; counting on;
sum; plus; more than; total; adding
8. What can people use to help them skip count? (count on their fingers;
using an abacus; counters; beads; makes marks or pictures on paper/
computers; grouping objects together etc.)

ACTIVITY 2: Students practice skip counting by 2s, 5s and 10s using
classroom computers and internet. Individual activity.







CONCLUSION
Whole class regroup on the floor in front of the teacher/IWB to discuss what
they have learnt throughout the lesson.
Students begin seated on the floor in a
large circle, waiting for teacher instruction

IWB used to record questions/answers/
discussion for printing/displaying as
examples in classroom

ACTIVITY 1: Whole class participation






POWERPOINT PRESENTATION:
Number line 2, 5, and 10
(Using the PPT presentation through the
Interactive Whiteboard, students identify
skip counting by 2s, 5, and 10s; to describe
a pattern that it creates)




SKIP COUNTING NUMBER LINE
htp://www.mathsisfun.com/numbers/
skip-countng-game.html
Use the above example to demonstrate
countng on and reference to + or -


ACTIVITY 2: Individual student activity









LESSON PLAN 1
Unit/Topic: Skipping numbers
Key Learning Area: Mathematics; English; ICT
Year Level: 2
Lesson Outcomes:
Students have been exploring signs and words used in maths - different ways to express + x -
Students use number lines to explore skip counting by 2s; 5s; 10s; and use worksheets to answer questions.
Students are already familiar with counting from 1-100.
Curriculum Areas:
Mathematics: Patterns and algebra-students work with numbers to identify missing parts of number lines. Students identify patterns
occurring by skip counting.
Literacy
Critical and creative thinking
With the use of the IWB,
students watch a demonstraton
of how skip countng makes
countng faster
http://www.mathsisfun.com/flash.php?
path=%2Fnumbers/images/count-by-
2.swf&w=690&h=450&col=%
23FFFFFF&title=Skip+Counting
http://www.sheppardsoftware.com/
mathgames/earlymath/
BalloonPopSkip.htm
WHAT DO YOU
NOTICE ABOUT
THE FOLLOWING
NUMBERS?
RESOURCES
25 Computers
Internet connection
Interactive whiteboard
Interactive whiteboard pens
Laptop computer
PPT presentation: Number line 2, 3 and 10

Teacher demonstration Interactive Skip counting
http://www.mathsisfun.com/flash.php?path=%2Fnumbers/images/count-by-
2.swf&w=690&h=450&col=%23FFFFFF&title=Skip+Counting

Student Interactive game: Balloon Pop Math: Skip Count
http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm
SAFETY CONSIDERATIONS/MATERIALS
Ensure students only access correct web addresses which need to be saved in favourites and not
accessing inappropriate sites
Students using correct posture when using computers
Students walking in classroom
Whole class cultural/classroom respect and etiquette essential at all times
Students use equipment appropriately, and with the intent expected according to classroom/school
rules
ASSESSMENT
Student assessment will be based initially on willingness to participate in discussion and selected
answering of teacher directed questions
Students willingness to engage in interactive games as directed by the teacher and use them appro-
priately
Student assessment based on knowledge and ability when engaged in interactive games
REFLECTION
Did the content of the lesson meet desired outcomes?
Were the students engaged in their learning?
Did students understand the requirements of tasks?
How could the lesson have been conducted better?
Was the students learning experiences relevant?
What other ways could this exercise have been conducted?
Did all students have opportunities to contribute to their learning and discussions?
Did all students remain on task?