Anda di halaman 1dari 2

Teacher Education & IDS Program

1000 Regent University Drive

Virginia Beach, VA 23462


Subject: Math
Date: 10/3/2014
Teacher: Tyra Anderson
Grade: 2nd
Topic: Skip counting by 2s, 5s and 10s on a hundred chart
Objective(s): The student will:
a) Count forward by 2s, 5s and 10s to 100, starting at various multiples of 2, 5, or 10; and
b) Count backward by tens from 100
SOLs: 2.4
Essential Questions: How do patterns help us describe and identify relationships?
Materials/ Technology: Promethean board-using IXL website A.12
Per Student:
Hundred charts
Transparent counters
Sequence card
Colored pencils
Guess my pattern recording sheet
Differentiation: Provide sequence cards to students who have difficulty creating their own skip
counting patterns
Strategy: Think, Pair, Share
Procedure: (Complete, Correct, Discuss)
Ask, Who can count the class the fastest? Have a student stand up and count the class. Most
likely, a student will count by ones to accomplish this task. Next, ask, Is there an easier/faster
way to count everyone. If students dont come up with it themselves, see if you can lead them to
counting by twos. It is a much faster way of counting groups of people. If they still dont get it
demonstrate it for them.

Explore: (Motivator, Connector, Relevancy): We will view some problems on the
website that will give the students with counting by 2's, 5's, and 10's.

Explain/Direct Instruction:
1. Display a large hundred chart, and distribute transparent counters and copies of a hundred
chart. Inform the students that you are going to give them a sequence of numbers that

Teacher Education & IDS Program

1000 Regent University Drive
Virginia Beach, VA 23462

form a pattern, and it will be their job to guess the pattern. Each time you call a number,
mark the number on the displayed hundred chart, and have the students place transparent
counters on that number on their own charts. Instruct students to wait until after the first
four numbers in the sequence have been called before guessing the pattern.
2. Choose a sequence card and call out the first three or four numbers in the sequence. Ask
students to guess the pattern and call on several volunteers to share what they think the
pattern might be. Before revealing the pattern have students predict what the next two
numbers in the sequence will be. Call out the next number (or two number) in the
sequence and ask students whether they prediction was correct If not, have the class make
a new prediction. Call out the next few numbers, and check to see whether the new
prediction is correct.
3. Repeat the process in step 3 a couple of times with different sequences.
4. Group students into pairs, and give each pair a colored pencil and a copy of the Guess My
Pattern Recording Sheet. Have students take turns as the Caller and the Receiver.
The Caller thinks of a skip counting pattern and calls out three (or four) digits in the
pattern for the Receiver to shade in on a hundred chart and then guess the pattern. Once
the Receiver guesses the pattern, students switch roles and repeat the process.

Extend: Have students create a class book of skip counting patterns.

Evaluate: Listen in on students to make sure they are understanding the concept. Also evaluation
will be done based on students response.
Closure: What are some reasons it is important to know how to skip count?


Skip Counting sheet

Assessment (Informal): Exit ticket- Make your own pattern counting by 2s, 5s, or 10s
Assessment (Formal): Formal assessment will be done next week
Teacher Reflection: